In Part I of this series, I shared the importance of distinguishing between “AI in Education” and “AI Education”, and why both must move forward together if we want to prepare students for a rapidly changing world.
That distinction is critical.
But it is not enough.
Across the conversations I continue to have with legislators, district leaders, and educators, the next question is becoming clearer:
What does this actually look like in practice?
Because the challenge right now is not awareness.
It is implementation.
Guidelines are being drafted. Policies are being written. Conversations are happening at leadership levels.
But in classrooms, the reality is often very different.
Teachers are still asking:
What should I allow? How do I design lessons so that students are still thinking and not reliant on AI? What should I do if students use AI in ways I did not anticipate? How do I explain responsible use to students and families?
This gap between policy and practice is one of the most important challenges we face. Policies can set direction, but practice determines the impact.
A policy may explain what is permitted, restricted, or expected. However, educators still need support to translate those expectations into lesson design, assessment, classroom conversations, and decisions about student use. I’ve mentioned this before in my Leading Forward in AI series, and I share it again. We need consistency, a shared language, and a classroom connection. Without that connection, even well-written policies may have little effect on classroom practice.
What I’m Seeing in Classrooms
In the schools I work with, students are already using AI tools—often more than adults realize. Students are:
brainstorming ideas
asking questions
exploring concepts
testing tools independently
And it is happening now, so this is not a future issue. And it is no longer a question of whether students will use AI, but rather whether they will be guided in how to use it responsibly.
Without guidance, students experiment in isolation and rely on AI too much, and possibly for the wrong reasons. With guidance, they learn to question outputs, verify information, protect their data, acknowledge their use of AI, and recognize when a tool is supporting their thinking rather than replacing it.
That difference matters.
Moving From Restriction to Responsibility
One of the most common responses to emerging technology has been restriction. Conversations about blocking access, limiting use, and controlling the learning environment of students have been happening even more.
In some situations, restrictions are necessary. Schools must consider student privacy, age requirements, academic integrity, instructional purpose, accessibility, and whether a tool has been properly vetted. But restriction cannot be the entire strategy.
We know that students will use AI outside of the classroom. While approaches that focus on restriction may be in the best interest of protecting students, they do not prepare students for long-term success.
In the future, students will use AI in higher education, the workplace, and in everyday decision-making, which is why they need guidance. By focusing only on restrictions, we miss out on the opportunity to teach responsibility. And responsibility prepares students for real-world environments.
With opportunities in our classrooms, we can support students as they learn about AI. Students need to know how to evaluate AI-generated information, disclose when they have used a tool, protect personally identifiable information (PII), recognize bias, and understand when AI use is appropriate.
What Effective Implementation Requires
From my experience working with districts across the country, successful implementation does not come from a single policy or a single training. It comes from strategic alignment.
I help schools and other organizations (law firms, healthcare professionals, business owners) implement AI responsibly through policy guidance, professional learning, and classroom-ready strategies grounded in both instructional practice and legal insight.
My sessions focus on helping teams:
• understand what AI can and cannot do
• recognize responsible-use considerations
• build confidence using emerging tools
•align implementation with organizational priorities
If your school, district, or organization is beginning conversations or looking to dive in and learn more about AI policy, professional learning, or responsible implementation, I’d welcome the opportunity to support your next steps through leadership workshops, keynote sessions, or strategic planning partnerships.
Preparing people is what makes AI implementation successful. Contact me via bit.ly/thrivineduPD for my training and speaking services.
Over the past year, I’ve had the tremendous opportunity of working with district leaders, educators, students, families, and even policymakers across the country. Throughout this work, one question has come up repeatedly:
Is there a difference between AI in education and AI education?
I will pause…to let you consider.
For me….
My answer is always yes.
Although the terms are often used interchangeably, they represent two distinct priorities. AI in education focuses on how artificial intelligence is being implemented in teaching, learning, and school and district operations.
AI education focuses on helping students understand artificial intelligence itself. They know how it works, how it generates information, how it influences decisions, and understand that it will shape their futures. These two phrases are not the same, and not having a clear distinction creates gaps in policy, instruction, and student preparedness.
When people hear “AI in education,” they often think about tools and how they are being used. One example I have shared is a student using AI to generate a first draft of an essay. AI in education asks: What classroom expectations and policies should guide this use?
AI education asks: Does the student understand how the AI generated that response, what biases may exist, and how to evaluate its accuracy?
In my work, I’ve come up with a series of questions as starting points for conversations:
How are schools using AI platforms?
What tools are allowed, and who is vetting them?
How are educators integrating AI into instruction?
What policies are in place or are needed to guide its use?
These are just a few of the important questions that need to be considered and answered specifically for AI implementation. However, there is another conversation that is equally important to have in our schools, and the focus is on AI education.
AI education is more than tools. It is about preparing students to understand artificial intelligence, how it works, how it processes and generates information, how it influences decisions, and how it will impact their future.
Both are important, and from the many opportunities I’ve had to work with educators and speak with students, it seems there is confusion. We need to align on the meaning of these terms so we can fully provide the learning support our students and schools need.
What I’ve Seen in Schools
Across the districts I have supported, interest in artificial intelligence has increased. During the past year, I’ve seen the mindset shift from one of hesitation to exploration.
Educators are curious. Students are experimenting. Leaders are asking thoughtful questions and also seeking guidance for their schools.
But when it comes to AI implementation, whether school- or district-wide, it is not always consistent, and consistency matters.
Some schools are exploring AI tools without clear guidance, while others are restricting its use out of caution. And some are writing policies without fully understanding and addressing classroom realities. And this is why I recommend that administrators involve educators, students, and families in the conversations or create a task force specific to AI. By doing this, schools can better understand how AI is being used, the support students receive at home and at school, and what their needs are. Because in many places, students are using AI outside of school without learning how to use it responsibly, which creates yet another gap.
It creates a gap between access and understanding and between use and responsibility. However, by establishing a policy and ensuring consistent implementation, we can work toward closing the gap and making meaningful progress in an increasingly AI-surrounded world.
This Also Matters for Legislators
Artificial intelligence is not a future issue. It is a present reality shaping:
How students learn
How educators teach
How information is created and consumed
How future work will be defined
Legislators throughout the country are increasingly being asked to make decisions about data privacy, student protection, AI tool access, digital equity, and workforce readiness. These are important decisions that carry real implications for classrooms.
But having an effective policy requires more than regulation. It requires understanding how AI is actually being used and how it should be used in educational environments.
I’ve reached out to and spoken with legislators from different states over the past six months, and some of the common thoughts around policies are:
-Policies that focus only on restrictions will fall short.
-Policies that ignore implementation will create confusion.
And policies that fail to address AI education will leave students unprepared.
Why Does This Matter for Educators
Educators are at the center of the shift in classroom instruction, especially now with AI. Educators are adjusting to technological changes, navigating new tools, fielding student questions, balancing innovation with responsibility, and working to support student learning in real time.
My own research showed that many educators are being asked to adapt without the necessary guidance or support. I’ve been asked many times:
“Do I need to teach about AI?”
“What should I allow in my classroom?”
“How do I know if students are using AI appropriately?”
“How do I design lessons where students are still doing the thinking and not having AI do the work for them?”
These are not simple questions with simple answers. They are instructional, ethical, and professional questions. And these questions require communication and preparation, and not just policy. It is a process and an iterative one.
The Risk: Where Do We Focus?
If we focus only on AI in education, we risk:
over-reliance on tools
inconsistent expectations
unclear boundaries for educator and/or student use
missed opportunities for deeper learning
If we focus only on AI education, we risk:
teaching theory without application
disconnecting learning from real-world tools
failing to prepare students for how AI is actually used now and the future possibilities
The solution? It’s not about choosing one over the other, but rather finding a way to align both in our schools, because that is how we guide students toward success.
What Alignment Looks Like in Practice
Across the districts I support, I see the most progress when schools intentionally connect AI in education with AI education. Schools making progress have:
Clear Expectations for Use: Students and educators understand when and how AI can be used, and what responsible use looks like.
Instruction That Builds Understanding: Students are not just using AI. They are learning how it works, the importance of questioning it, and how to evaluate its outputs.
Professional Learning for Educators: Teachers have the time, support, and guidance to meaningfully integrate AI into instruction. And this is consistent and ongoing throughout the year.
Policy That Reflects Practice: Policies are designed with classroom realities in mind and focus on guidance rather than restriction. Schools have committees or task forces to be better informed and able to adjust as needed.
Ongoing Conversations: Schools engage students, educators, and families in discussions about AI, digital wellness, and responsible technology use.
AI Literacy Is Workforce Literacy
The students graduating now will enter a workforce shaped by automation, intelligent systems, and rapidly evolving expectations regarding their skill sets.
According to global workforce trends and the World Economic Forum’s Top 10 Skills for 2030, technological literacy, AI understanding, and cybersecurity awareness are among the most in-demand skills for the coming decade.
And when it comes to AI literacy, we must remember that it is not just about technical knowledge. It is about:
critical thinking
ethical decision-making
information evaluation
adaptability
communication
These are the essential, in-demand skills that must be intentionally taught in our classrooms through a variety of learning opportunities and supports.
We Share Responsibility
Preparing students for an AI-shaped future requires collaboration between:
Educators
School leaders
Policymakers
Families
Communities
Each group plays a role in preparing students and guiding them toward future success.
Legislators can create frameworks that support responsible implementation and that focus on protecting students.
Educators can design learning experiences that build understanding and confidence and model appropriate and safe use of AI for students in their classrooms.
School leaders can align systems, expectations, and communication.
When everyone is involved in navigating the AI space together, it creates coherence.
Artificial intelligence is changing education. It is moving fast, however, when it comes to our work, the most successful systems are not those that move the fastest. Success comes with clarity. Clarity about expectations. Clarity about purpose. Clarity about how technology supports learning rather than replacing it.
Across the country, I have seen schools and districts working to build that clarity and consistency. They are asking questions and working together to find answers as a start. They are not seeking perfection, just ongoing progress.
Preparing students for the future
We cannot prepare students for the future by focusing only on the tools they use today. We must also prepare them to understand the systems shaping their world.
And the decisions we make now, at both the classroom and policy level, will determine whether students are ready not just to use technology, but to think critically, act responsibly, and lead in a world where artificial intelligence is part of everyday life.
That is the work ahead, and it is definitely the work worth doing.
AI in education matters, but AI education matters just as much. Think about your school and district. Are these distinctions clear? Stay tuned for part II in the series, with actionable strategies, and contact me to provide training for your school.
I help schools and other organizations (law firms, healthcare professionals, business owners) implement AI responsibly through policy guidance, professional learning, and classroom-ready strategies grounded in both instructional practice and legal insight.
My sessions focus on helping teams:
• understand what AI can and cannot do
• recognize responsible-use considerations
• build confidence using emerging tools
•align implementation with organizational priorities
If your school, district, or organization is beginning conversations or looking to dive in and learn more about AI policy, professional learning, or responsible implementation, I’d welcome the opportunity to support your next steps through leadership workshops, keynote sessions, or strategic planning partnerships.
Preparing people is what makes AI implementation successful. Contact me via bit.ly/thrivineduPD for my training and speaking services.
How do we build sustainable professional learning systems for educators?
In the first six partsof this series, I shared what I’ve been learning from working with district leadership teams across the country as they navigate artificial intelligence, digital wellness, and purposeful technology use. Over the course of my Leading Forward Series, I’ve shared what I’ve been learning from working with district leadership teams across the country as they navigate artificial intelligence, digital wellness, and purposeful technology use.
We’ve explored:
curiosity over fear
educator readiness
leadership and systems
measuring what matters
trust as the foundation
designing for thinking
true partnerships
These conversations led to a bigger question, which is how do we build systems that last? Because the goal is not to have one answer and end the conversations, it is to prepare schools to adapt continuously to be ready to meet the changing educational landscape.
After reviewing my notes, reflecting on conversations, and gathering insights from surveys, I noticed some key takeaways.
One-time Training Is Not a Strategy
One of the most common concerns expressed was that professional development is often seen as a one-time event. Sometimes it is a workshop, maybe a keynote, or a specific training session focused on a new platform or a mandate. These are all valuable learning experiences, but they are not enough, especially with the rapidly changing technologies we are seeing in education and the world.
Artificial intelligence is evolving so fast, new tools are emerging constantly, and expectations are frequently changing or, at times, may be inconsistent. A single session is not enough to prepare educators to adapt to ongoing changes. Schools need sustainable systems for learning.
What Sustainable Professional Learning Looks Like
In the districts I support, I have noticed several common characteristics that have positively impacted the educators and ultimately students and families.
1. Learning is ongoing, not just an event.
It is embedded in the school year. Educators have regular opportunities to explore new tools, reflect on practice, share strategies, and learn from one another. It should also be a time for educators to explore new ideas in the classroom and partner with students to gather additional feedback and to learn together.
2. Learning Is Collaborative
Powerful learning does not happen in isolation. It happens when educators work in teams, have opportunities to observe one another, take time to share successes and challenges, and build collective understanding. Collaboration like this leads to system-wide progress and better outcomes for educators and students.
If Your Organization Is Beginning This Workand is Seeking Consistent Support, Contact me:
I help schools and other organizations (law firms, healthcare professionals, business owners) implement AI responsibly through policy guidance, professional learning, and classroom-ready strategies grounded in both instructional practice and legal insight. I also deliver keynotes and provide small-group coaching.
My sessions focus on helping teams:
• understand what AI can and cannot do
• recognize responsible-use considerations
• build confidence using emerging tools
•align implementation with organizational priorities
If your school, district, or organization is beginning conversations or looking to dive in and learn more about AI policy, professional learning, or responsible implementation, I’d welcome the opportunity to support your next steps through leadership workshops, keynote sessions, or strategic planning partnerships.
Preparing people is what makes AI implementation successful. Contact me via bit.ly/thrivineduPD for my training and speaking services or reach out via email, Rdene915@gmail.com.
In my last article, I shared what I’ve been learning from working with district leadership teams across the country as they navigate questions about artificial intelligence, digital wellness, and purposeful technology use. That work has provided me with insightful information and meaningful opportunities to learn from educators, students, and families.
Throughout these conversations, one message continues to stand out:
We cannot begin, and we cannot stay focused only on the tools and the tech.
We must move forward.
The Shift Schools Must Make Now
In Part II, I emphasized that educator readiness is the foundation of successful AI implementation. Schools that prioritize supporting educators are the ones seeing the most progress. And it starts with leadership and consistency. But readiness alone is not enough.
What I have learned from working with school Task Forces across the country is that they have had many conversations around AI, screen time, and tech use. They have explored the possibilities and understand the urgency with these topics, but they also have a similar question.
What do we do now? And this is where I believe that leadership matters most.
Moving From Conversations to Systems
Across the districts I continue to work with, I see a clear difference between schools that are talking about AI and schools that are leading with AI. I also see a difference between AI in education and AI Education. I recently met with a State Representative in Pennsylvania, and we had this conversation as well. The difference I’ve noticed and that we discussed is not just access to tools. It is about the presence of a system. Schools making meaningful progress are not relying on isolated efforts when they find time. Instead, they are building structures with a lens on consistency, clarity, and sustainability.
The system they are developing is focused on having:
clear expectations for the responsible use of all technology
consistent messaging across classrooms and grade levels
ongoing professional learning opportunities with follow-up support
shared language for students, staff, and families
opportunities for student voice and feedback
When these are part of the conversation, AI implementation becomes less about individual decisions, which leads to inconsistency, and becomes more about a goal for collaborative and collective progress.
Consistency Builds Confidence
One of the most common challenges I have been hearing from both educators and students is inconsistency. I’ve met with student groups, interviewed educators, spoken with parents, and heard similar comments from educators and parents across the country.
In one classroom, the use of technology, and specifically AI, is encouraged. In another, it is restricted. In one classroom or school, the expectations are clear and known to all. In another, they are undefined or inconsistent.
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If your school, district, or organization is beginning conversations or looking to dive in and learn more about AI policy, professional learning, or responsible implementation, I’d welcome the opportunity to support your next steps through leadership workshops, keynote sessions, or strategic planning partnerships.
Preparing people is what makes AI implementation successful.
Contact me to work with you or speak at your event.bit.ly/thriveineduPDSee testimonials about my work via my website.
About Rachelle
Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!
Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.
She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.
In part IIof the series, I shared my thoughts about what I’ve been learning from working with district leadership teams across the country, and the work is focused on AI, digital wellness, and innovation. In part II, I shared my thoughts on preparing educators in these areas and why it means preparing school leaders first. This work has provided me with meaningful opportunities to learn with and work alongside educators, students, and families, and I am noticing common conversations and concerns in the schools.
Screen time
Students talk about it. Families ask about it. Teachers notice it. Administrators are expected to respond to it. What do we do about the devices?
But what I have learned from working with schools is that the most important leadership question is not simply how much time students spend on screens. The more important question is: What are students doing while they are on those screens?
As technology continues to evolve in our schools and in the world, we need to move beyond conversations that focus only on limits and restrictions. We need to focus on purpose, guidance, and readiness.
Moving From Screen Time to Purposeful Use
Conversations about student technology use have primarily focused on recommended amounts and on setting limits. The American Pediatric Association had recommendations for some of the most common questions: How many hours per day? How often should devices be used? When should students disconnect?
Although the conversation has shifted away from specific time limits, those guiding questions still matter. But today’s learning environments require something more intentional and thoughtful, and should bring in different perspectives about what the common uses are. We need to better understand how students are using technology and whether that use supports learning, connection, creativity, and growth. From my conversations, I have learned that students are using devices to:
Interact with friends and family
collaborate with classmates
create original work
communicate with teachers
design presentations
explore complex ideas
interact with artificial intelligence tools
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If Your Organization Is Beginning This Work
I help schools and other organizations (law firms, healthcare professionals, business owners) implement AI responsibly through policy guidance, professional learning, and classroom-ready strategies grounded in both instructional practice and legal insight.
My sessions focus on helping teams:
• understand what AI can and cannot do
• recognize responsible-use considerations
• build confidence using emerging tools
•align implementation with organizational priorities
If your school, district, or organization is beginning conversations or looking to dive in and learn more about AI policy, professional learning, or responsible implementation, I’d welcome the opportunity to support your next steps through leadership workshops, keynote sessions, or strategic planning partnerships.
Preparing people is what makes AI implementation successful.
About Rachelle
Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!
Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.
She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.
Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.
Follow Rachelle on Bluesky, Instagram, and X at @Rdene915
During our ThriveinEDU livestream conversation about Kira, we explored a question that immediately resonated with educators:
What if planning, grading, and differentiation actually took half the time and still kept teachers in control of learning?
The question isn’t just about efficiency. It’s about sustainability and about supporting teachers to make instruction more responsive, more personalized, and more aligned to what students actually need in the moment, real-time responses, authentic feedback, and support from their teachers.
Kira recently released several new features (as part of their Kira 2.0 launch) that move beyond treating AI as a “lesson generator” or “assessment creator,” and it now works as a thought partner in the instructional workflow. After attending the Live Launch in New York on March 3rd and moderating the livestream, here are some of the biggest takeaways from the conversations that make the newest updates especially impactful for classrooms now.
Lesson/Course Studio
Many AI tools help teachers create one lesson at a time, which is highly beneficial and time-saving. But imagine you’re tasked with creating a course you’ve never taught or don’t have enough resources for. The amount of time needed is a bit overwhelming.
Kira’s Course and Lesson Studio helps educators generate both structured lessons and full, standards-aligned courses, including course outlines, unit sequences, lesson progressions, and assessments
Educators need to provide the topic, subject, grade level, and standards, and then, using this information or prompt, Kira builds the lesson with embedded formative checks already in place.
Formative assessment often happens after instruction, with Kira, teachers see student understanding during instruction.
As Rachel shared during the livestream:
“I don’t remember a time when I wasn’t taking work home or trying to get ahead of the game by planning out my week and then having to rewrite it midweek. It was so much work.”
Kira’s curriculum-building features help reduce that cycle in far less time. Rather than rewriting lessons to meet student needs, teachers start with a flexible structure they can adapt immediately, and, most importantly, stay in control. We are doing the editing, adjusting, and shaping of the lesson. This is an important distinction to make because it shows how crucial it is that teachers remain involved and review what has been generated.
Real-Time Insight Instead of End-of-Unit Surprises: Student Atlas
I have known about this for a few months and thought it was amazing. One of the most exciting updates in Kira 2.0 is Student Atlas, the platform’s student insight dashboard, now paired with Class Atlas, which brings those insights together at the class level.
Student Atlas provides:
concept-level mastery tracking
data confidence indicators
individual student support indicators
zones of proximal development insights
intervention suggestions
Rather than relying on a single quiz or test score, teachers can see which concepts students understand and where they’re struggling in real time. It enables us to see what concepts need reinforcing now, rather than waiting until the assessment is over and graded.
Class Atlas builds on this by turning individual insights into a clear, actionable class-wide view. Instead of opening 20+ student profiles and piecing things together, teachers can instantly answer: Where should I focus my instruction? and Which students need help with this skill? Teachers can even ask Kira to explain how it generated its recommendations, which helps schools as they look for tools and want to trust AI technologies.
Student Atlas also includes a data confidence indicator, helping educators assess the reliability of recommendations before making instructional decisions. That transparency supports professional judgment instead of replacing it.
Standards Alignment
Standards alignment is often one of the most time-consuming parts of planning, especially when building units or courses. And for educators teaching multiple courses, it is very time-consuming. But with Kira 2.0, that time requirement decreases because Kira 2.0 automatically tags lessons, activities, assessments, and questions to state standards, underlying skill progressions, and Bloom’s taxonomy levels.
Teachers can track how students are progressing through skills over time.
Supporting Multilingual Learners
Another standout feature we spoke about in the livestream is Kira’s built-in support for multilingual learners.
When gaps in understanding appear, Kira can generate:
scaffolded practice
targeted follow-up lessons
leveled reading supports
vocabulary scaffolds
translated instructional materials
Each of these supports is based on individual student performance, and not on a generic template that does not align with the student’s needs.
Differentiation is responsive rather than being reactive.
During the livestream, we talked about how, historically, differentiation required teachers to manually create multiple versions of lessons or assessments, which, of course, took a lot of time. With Kira, these supports are embedded directly inside the instructional workflow. Rachel said, “Especially talking about differentiation and the ease of it and being able to have the assistant nearby and go back and forth.”
Embedded support assists educators in providing what each student needs while giving them more time to work directly with each student.
Kira provides structure, but the teachers are the designers who provide the course’s vision.
Kira brings planning, assessment, differentiation, and student insight into one connected space. And when those pieces connect, teachers gain something incredibly valuable:
clarity flexibility time and better visibility into learning
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
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Artificial intelligence (AI) is rapidly transforming education. From lesson planning support to personalized learning pathways and administrative efficiencies, AI tools are a more common part of everyday classroom practices. At the same time, the speed at which this technology has advanced and been adopted into classrooms has led to understandable uncertainty among educators, leaders, and families who are asking important questions. These groups are concerned with the data that is being collected, who owns AI-generated work, and what responsibilities schools have when students and educators use these tools.
As both an attorney and educator who has spent more than eight years researching, teaching, presenting, and writing about AI, I have worked with schools across K–12 and higher education that are navigating these exact questions. The legal implications of AI are not barriers to innovation, but I consider them to serve as guardrails that assist schools with adopting technology responsibly. The key is protecting students, educators, and institutions and staying informed. Understanding the legal landscape and any potential legal implications as a result of the use of AI in classrooms helps schools move forward with confidence rather than hesitation.
Why AI and the Law Matter in Education
AI relies on data in order to function effectively. When it comes to schools, this means having access to student information, classroom artifacts, writing samples, images, and even data related to physical or behavioral information. Intent is not the deciding factor. Even if educators believe they are only sharing minimal information, that does not clearly identify a student, family member, or colleague, even seemingly harmless details can qualify as personally identifiable information (PII).
I’ve often spoken about some examples like referencing a favorite restaurant, a local landmark, a pet’s name, or an extracurricular activity, all of which could make a student identifiable when combined with other data points. Last year, an educator in one of my sessions said, “Enough stars to still form a constellation,” and that has stuck with me and I have shared it in each AI and the Law session I have done. That is why evaluating tools carefully and teaching students to do the same are essential. I often reference scavenger hunts, in that educators should not feel like they are on a scavenger hunt when trying to find out what happens to their information. We need transparency from vendors so that educators are aware and informed.
AI is also changing how decisions are made in schools. With many advances, there are recommendation systems, automated feedback tools, and predictive analytics that can influence learning pathways, grading practices, and student support services. Having an understanding of how these systems work and how they should be used responsibly is becoming part of educators’ and school leaders’ professional responsibilities.
Key Laws That Shape AI Use in Schools
There are several important laws that guide how schools must approach AI.
FERPA (Family Educational Rights and Privacy Act) protects the privacy of student education records. When schools use AI-powered platforms that process student work or store learning data, they must ensure that these tools comply with FERPA requirements and clearly define how student information is handled.
COPPA (Children’s Online Privacy Protection Act) applies to students under the age of 13 and requires parental consent before collecting personal information through online services. Because many AI tools rely on user-generated input, COPPA compliance becomes especially important in elementary and middle school settings.
GDPR (General Data Protection Regulation), although it is a European Union law, is relevant to U.S. schools that use tools developed by companies that operate internationally. There are many platforms created outside of the United States that educators may be unaware of, and so understanding GDPR is essential. Many platforms now include cookie permissions and data-use customization features in response to GDPR requirements. These protections often benefit schools globally.
Schools should also consider state-level student data privacy laws, which are increasingly changing the expectations for vendor contracts, third-party integrations, and data retention timelines. District leaders and IT teams play an essential role in ensuring these requirements are addressed before tools are introduced into classrooms.
Data Privacy and Vendor Responsibility
AI tools require large amounts of data to function effectively. That data may be used to improve the tool itself, train additional models, or support integrations across connected platforms. Even when a tool states that it does not share user data, connected services or embedded features may still interact with stored information. I was asked two years ago, when speaking at LACOE in California during my AI and the Law session, if someone should “trust the platform when it says they do not share or store the data.” My instant answer was “No.” And it was for this exact reason.
Before introducing any AI platform in schools, educators and school leaders should review terms of service, privacy policies, and compliance documentation. Look for references to FERPA, COPPA, and additional privacy protections. Look for the date that the privacy policy was most recently updated. Districts should also confirm whether vendors use student information to train future AI models and whether contracts clearly define ownership and storage expectations.
This is where collaboration with district technology teams becomes essential. Responsible adoption is not an individual teacher’s decision. It is a system-level responsibility supported by leadership, policy teams, and instructional staff working together. Collaboration is key.
Transparency Builds Trust With Students and Families
Responsible AI adoption depends on communication. Families deserve clear explanations of the tools being used, the data being collected, and how that data is protected.
When working with students under age 13, written parental consent may be required. Even when it is not legally necessary, providing families with opportunities to ask questions strengthens trust and partnership. Transparency also empowers students. When students understand how AI systems work and the risks they may pose, they become more thoughtful digital citizens and more informed users of technology.
Schools that proactively communicate expectations for AI use are more likely to build families’ confidence and reduce misunderstandings about how these tools support learning.
Accessibility, Equity, and Emerging Legal Considerations
As schools adopt AI tools, accessibility and equity must remain part of the conversation. Laws such as Section 504 ofthe Rehabilitation Act and the Americans with Disabilities Act (ADA) require that digital learning tools be accessible to all students. If AI-powered platforms create barriers rather than support access, schools may face compliance concerns. We need to consistently audit the tools we are using. It must be an ongoing process.
Schools must also consider how AI intersects with Title IX responsibilities, especially with the rise of deepfake technology, which leads to new risks related to harassment and impacts student safety. Policies must be in place for addressing the misuse of generative AI tools and clearly define expectations and response procedures.
Algorithmic bias and fairness are important parts of the conversation. Schools should evaluate whether AI systems produce equitable outcomes across student groups and whether automated recommendations influence learning opportunities in unintended ways. Responsible implementation includes ongoing evaluation, not just initial approval.
Teaching Digital Citizenship With AI Literacy
Legal compliance alone is not enough. Students must also develop the skills needed to evaluate AI responsibly.
Developing skills in these areas means recognizing risks such as deepfakes and misinformation, bias in generated content, and cyberbullying that is supported by emerging technologies. Schools that integrate digital citizenship with AI literacy will guide students to become thoughtful participants in technology-rich environments rather than passive users who lack true understanding and AI literacy skills.
Clear expectations around appropriate use and academic integrity help students develop ethical decision-making skills that extend beyond the classroom.
Supporting Schools and Organizations Through AI and Legal Guidance
As AI adoption accelerates, schools will benefit from having a structured support system in place that connects legal awareness with thoughtful and purposeful classroom practice. Through my work with educators in K–12 and higher education, I provide professional learning experiences that help schools understand privacy requirements, implement responsible AI strategies, and align classroom applications with policy expectations.
My work includes keynote presentations, workshops, district leadership sessions, curriculum planning support, and customized training focused on data privacy, academic integrity, digital citizenship, accessibility considerations, vendor evaluation, and responsible AI adoption. Each training is tailored to address specific needs, ranging from introductory awareness sessions to deeper implementation planning and leadership strategy development.
In addition to supporting schools and universities, I work with organizations across other sectors to explore how to implement AI responsibly while remaining aligned with legal expectations and organizational values. Many industries face the same challenges that educators do, surrounding uncertainty about data privacy, questions about intellectual property ownership, concerns about transparency in decision-making systems, and the need to develop policies that support ethical innovation. My work helps organizations evaluate tools thoughtfully, identify potential risks early, and create practical guardrails that support responsible adoption rather than reactive compliance.
Organizations in healthcare, legal services, workforce development, nonprofit leadership, and corporate training environments are increasingly recognizing the importance of AI literacy for employees at every level. Through workshops, leadership sessions, and strategy conversations, I help teams understand how AI systems work, the legal considerations that may be applicable to them, and how to build cultures of responsible use that prioritize trust, security, and human judgment.
Moving Forward With Confidence
Artificial intelligence is already shaping how students learn, communicate, and prepare for future careers. The goal is not simply to adopt AI tools, but to adopt them responsibly. And this is where our work as educators comes in and why we need to dive in and learn with and guide our students.
When educators understand the legal landscape of privacy, accessibility, intellectual property, and ethical use, they can make informed decisions that support innovation and student protection. With thoughtful planning, collaboration, and transparency, schools will create learning environments where AI enhances opportunities while maintaining trust, safety, and integrity across the entire school community.
I work with schools and organizations, both in person and virtually, to support thoughtful and responsible AI implementation through professional learning, curriculum design, and resource development specific to educators, students, and families, using a common language. I have also collaborated with leadership teams to develop AI guidance frameworks, classroom-ready activities, and policies that reflect legal considerations.
The resources created help districts communicate clearly and consistently with families about AI use, support educators in building AI literacy, and provide students with age-appropriate strategies for using AI safely, ethically, and responsibly. By combining legal insight with classroom experience, I help schools move beyond uncertainty toward sustainable systems that include clear expectations, transparency, and actionable guardrails for responsible use.
About Rachelle
Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!
Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.
She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.
Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.
Follow Rachelle on Bluesky, Instagram, and X at @Rdene915
**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
************ Also, check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here.
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’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 PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here.
Throughout the country, states and districts are taking different approaches to student cell phone use. Some have implemented complete bans, while others are leaving the decision to individual schools or educators.
What I’ve learned over the past 12 years of using devices in my classroom is that while policies can help create structure, they don’t build consistent digital habits. Digital wellness has to be taught, modeled, practiced, and reflected upon.
Why tech habits matter
With so much access to technology, we need to guide students in developing good digital habits. Digital wellness involves helping students understand when technology is helpful, when it becomes draining, and how to make intentional choices that will keep them balanced and present. Cell phone bans and updated device policies have been designed to promote digital wellness in our schools.
I’ve observed that in schools with cell phone bans, students are more interactive with one another, and their socialization skills are improving. For some students, knowing where their phone is and having it close by is important, and I can relate. But I also understand the importance of disconnecting and being present in the moment, especially in our classrooms, to be more focused on learning.
I have done a variety of activities with students and educators focused on digital habits. In one of them, I focus on the “benefits” and “drains” of devices. A simple way to start is with activities that help students map their “digital day.” Ask them to list all the ways they use their phone or other devices from morning to night. Next, have them decide when the use helps learning (taking a photo of notes, defining or translating a word, keeping time, conducting research, or even recording a podcast draft) or benefits their well-being (such as tracking steps, doing meditation, or using focus apps). They then identify when it is draining (doomscrolling or game-playing; checking notifications; causing reduced energy, lack of attention, or mood changes).
Continue reading the rest of my article on Edutopia.
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 PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here.
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!
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 PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here.
Learning as I go: Reflections & lessons learned 