Schools have experienced an increase in the number of cyberattacks over the past year. Cybersecurity attacks can include data breaches, ransomware, and phishing, all of which disrupt learning. These can result in compromised sensitive personal information, disrupt the learning environment, and, at times, bring a high financial burden due to the need to investigate the attack, add network security, restore files, or make payments to recover the encrypted files stolen in a ransomware attack. We are all susceptible to these attacks and risk having our personally identifiable information (PII) shared with others without even knowing.
With these challenges, schools must take steps to safeguard data and implement policies and best practices for cybersecurity. This can involve everyone in the school:
Administrators and IT can work together to create comprehensive cybersecurity policies that outline expectations for staff and students. These policies should include topics like password strength, data protection, and acceptable use of technology.
Schools should provide ongoing training for all staff on cybersecurity best practices and incident response procedures.
Classroom teachers can guide students in creating strong passwords and teach them about the risks of phishing, malware, and other risks.
Students can protect themselves by creating strong passwords, closely evaluating sites and links, and asking for help if they are unsure about an email or a website.
By having clear policies in place and conducting regular audits of digital tools, educators can protect themselves, students, and students’ families from these risks.
Continue reading the article on Edutopia, where it was originally posted.
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 PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here.
We had a great turnout for our recent webinar and a great panel! Read more here and check out the recording.
Artificial Intelligence is no longer a concept for the future—it’s transforming classrooms everywhere. The sudden and widespread availability of powerful AI tools has left many educators with a mix of excitement and apprehension. How can we, as educators, prepare our students for an AI-driven future? How do we harness the potential of these tools while carefully and consistently navigating their pitfalls?
These were the central questions addressed in a recent webinar, “The AI-Ready Educator: Preparing Teachers for the Future of Learning,” hosted by ThriveinEDU and Imagi-Labs. The session brought together a panel of experts, including educator, author, and attorney, Dr. Rachelle Dené Poth, who moderated a powerful conversation with panelists Alana Winnick,Beatrice Ionascu, and Ken Shelton about the intersection of computer science, computational thinking, AI, and ethics in modern education.
“We’re not here because we’re experts—we’re here because we’re learners,” said Poth, who has spent the past eight years working with AI in education. “This is a conversation. We’re figuring it out together.” This insightful conversation provided a roadmap for educators looking to become AI-ready.
Understanding the Fundamentals
Before exploring the practical applications of AI in the classroom, it’s essential to understand what AI is. As Beatrice explained, AI systems are designed to perform tasks that typically require human intelligence, such as pattern recognition, language processing, and decision-making, all of which are fueled by data. Ken Shelton further clarified that ‘not all AI is the same,” breaking it down into three types: reactive, predictive, and generative. While we’ve been interacting with reactive AI (like spell check and email spam filters) and predictive AI for years, it’s the recent explosion of generative AI that has captured our collective attention.
Understanding these distinctions is the first step toward developing a nuanced approach to AI in education. A blanket policy to “block all AI,” as Ken pointed out, is not only impractical but also counterproductive, as it would mean eliminating tools we rely on daily. Instead, the focus should be on using these systems effectively and responsibly.
From Educators to Empowerers
The panel opened with introductions from four leaders who are not only immersed in educational innovation but also actively working to shape its future.
Alana Winnick, Educational Technology Director and Data Protection Officer at Pocantico Hills Central School District in New York, emphasized the need for purpose-driven integration of AI. “I also started a program called Students for Innovation, which empowers students to advocate for change in their schools,” she shared. With a book and podcast on generative AI, Winnick has centered her work on amplifying student voices in tech spaces.
Beatrice Ionascu, co-founder and CTO of Imagi, echoed the importance of inspiring student curiosity. “I truly believe that technology education is the key to creating a better world,” she said. “At Imagi, our mission is to make computer science and AI literacy as essential and accessible as reading and math.” With a background in engineering, product design, and education, she brings a unique perspective to building tools that connect students, especially girls, to technology through creative coding.
The Imperative of AI Literacy
A recurring theme throughout the discussion was the concept of “AI literacy.” Ken Shelton offered a comprehensive definition: “AI literacy means knowing, understanding, and using AI in smart and safe ways. It helps people ask good questions about how AI works, how it helps or hurts others, and how it can change or impact the world around us.”
Alana Winnick provided a practical framework for fostering AI literacy in students, assigning them two critical roles: the “detective” and the “DJ”. As detectives, students must be on the lookout for bias and misinformation, understanding that AI is not a magical, infallible source of truth. This is a crucial skill, especially in a world where AI-generated content can be convincingly inaccurate. As DJs, students are encouraged to “remix” AI-generated content, infusing it with their own thoughts, ideas, and voice, ensuring that their work remains a reflection of their own learning and creativity.
The Irreplaceable Human Element
One of the most pressing concerns for educators is the fear that AI will render their roles obsolete. The panelists, however, were unanimous in their belief that the human element in teaching is not only irreplaceable but will become even more critical in an AI-integrated world. Beatrice painted a stark picture of a “dystopic future” where learners are isolated with machines, a vision that underscores the fundamental need for human connection in education.
Ken Shelton passionately argued that AI cannot and should not replace the meaningful interactions that are the bedrock of effective teaching and learning. He cautioned against “cognitively offloading” the human aspects of education to AI, emphasizing that these systems don’t know our students’ individual needs, dreams, and challenges. Alana added that AI, when used thoughtfully, can actually enhance the human element by automating tedious tasks, freeing up teachers to focus on what they do best: building relationships, fostering a positive classroom culture, and providing individualized support. Poth agreed that when using AI in her classroom, she guides students on how to use it for enhancing learning and engages in more conversations and interactions with students because of the time that can be saved when using these tools.
The Role of Computational Thinking
While discussing AI and various important topics, we also emphasized the importance of computational thinking (CT) as a foundational skill for AI readiness. CT includes logic, pattern recognition, decomposition, and abstraction—core elements that help students understand how computers “think” before they ever write a line of code.
Panelists agreed that you can’t fully understand AI without understanding the process of problem-solving that goes into it. Computational thinking is the gateway to coding and beyond.
Winnick added, “We’re seeing kids jump straight to AI tools, but they still need to understand how algorithms are structured, how data works, and how to identify problems worth solving. AI doesn’t replace thinking—it amplifies it when used responsibly.”
AI as a Tool for Creation—not Just Consumption
One key takeaway was that AI should be positioned as a tool that supports students as creators, not just consumers. This shift requires educators to rethink traditional computer science instruction.
“We want students to code, but also to see how AI can help them prototype faster, solve problems differently, or iterate creatively,” Ionascu explained. “That’s why we need to teach both the fundamentals and how to critically use AI tools.”
The panel discussed how students can use AI to generate code, explore new ideas, or debug faster—but only if they’ve first learned the structure and logic of programming.
Ethics Must Be Front and Center
Beyond skills and tools, panelists emphasized that students need to learn how to use AI responsibly, and this starts with intentional discussions about ethics.
“We can’t wait until something goes wrong to start talking about ethics,” said Winnick. “Students need to understand bias, privacy, and the societal impact of AI from the beginning.”
Ionascu added, “In our work at Imagi, we try to normalize conversations about ethics early on. It’s not a separate unit—it’s woven into every experience with technology. Students should be asking, ‘What could go wrong?’ Who is this helping? Who might it harm?”
Shelton also highlighted the role of educators in modeling ethical inquiry. “We don’t need to have all the answers, but we do need to show students how to ask the right questions.” Shelton’s work related to equity is well-known, and his book “The Promises and Perils of AI in Education: Ethics and Equity Have Entered The Chat,” which he co-authored with Dee Lanier, is a great resource for educators.
Practical Strategies for Educators
The webinar also offered classroom-ready strategies to help educators bridge the gap between foundational computer science and AI-enhanced learning:
Use block-based coding (like Scratch or Imagi) to introduce logic before jumping into text-based languages.
Incorporate AI exploration tools (such as ChatGPT or Google’s Teachable Machine) to show how models are trained.
Encourage journaling or reflection prompts about ethical dilemmas related to AI tools.
Introduce AI early, but always in tandem with skill-building and reflection.
Poth emphasized, “It’s not about having a perfect curriculum. It’s about giving students opportunities to explore, experiment, and reflect.”
Preparing Educators to Prepare Students
At its core, the panel’s message was clear: educators themselves must become AI-literate if they’re going to prepare students for an AI-driven world.
“We have to do the work of learning ourselves,” said Winnick. “That means experimenting with tools, joining communities, reading critically, and being honest with students when we don’t know something yet.”
Ionascu reinforced this, noting that teacher curiosity is contagious. “When students see educators exploring and asking thoughtful questions, it empowers them to do the same.”
As the conversation closed, panelists left attendees with words of encouragement: It is an opportunity to rethink what we teach, how we teach it, and how we prepare students to lead in the future.
The message of the evening was one of hope, responsibility, and action. As AI continues to evolve, so too must our approach to teaching. By grounding our work in computational thinking, ethical reasoning, and curiosity, we can help students not only adapt to the future but shape it. To learn more about the panelists, see below the video. To sign up for our next webinar, register here.
BookThe Promises and Perils of AI in Education: Ethics and Equity Have Entered The Chat.”
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 PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here.
Educators must stay informed, current, and ahead of the game (if possible) when it comes to emerging technologies. This means fostering the development of AI literacy skills. Being AI literate means more than knowing the basics about the technology or understanding relevant terms such as machine learning and algorithms. Literacy involves knowing the uses of AI in the world and being aware of the ethical considerations involved with its use. AI literacy should focus on developing skills to critically evaluate information and content generated by AI as well as to identify misinformation. Teachers should also know how to use AI in safe, ethical, and responsible ways and model this use for students.
Getting Started Teaching AI Literacy Skills
Introducing AI concepts at an earlier age gives students the opportunity to build their knowledge and skills over time—with younger students, starting with the basics of AI, such as focusing on where we see it in daily life. Begin with key definitions, and find resources that have been vetted and are safe for student and educator use. Several organizations provide a wealth of resources for educators, including ready-to-run lessons.
Modeling AI use in the classroom: As we teach students about AI, we can engage them in activities where they evaluate images, text, or videos to decide whether they are AI-generated or real. I have used game-based learning tools, such as Quizizz AI, to quickly create a quiz to check students’ understanding of the concepts covered, or Eduaide.Ai, to make a gamified activity or lesson related to AI literacy.
Continue reading 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, 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.
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:
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.
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.
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 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 PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here.
In collaboration with Socrait, Opinions expressed are my own
Educators have a lot of responsibilities, from planning lessons, creating assessments, grading, providing feedback to students, communicating with families, analyzing student data, and more. With so many responsibilities, burnout has become a big factor in education. According to the National Center for Education Statistics, nearly 25% of teachers leave the profession within their first three years. The reason? Teachers feel overwhelmed by administrative tasks and paperwork, emotional and physical exhaustion, and a lack of support.
Socrait was developed for this purpose. While AI continues to make an impact in education, not all AI solutions are designed with teachers in mind. Socrait is a voice-enabled class assistant designed by a teacher who understands the demands of the job. Many other AI tools have been created for administrative efficiency, student engagement, or content generation. Few are built specifically to help teachers reclaim their time, reduce burnout, and focus on what truly matters: teaching and connection, like Socrait provides.
Reimaging the classroom
Socrait’s goal is to reduce teacher burnout by lowering cognitive load during the day and streamlining some of the time-consuming aspects of teaching. Reflecting on our classes each day is important for our own growth, but more importantly, to truly understand our students’ needs. Sometimes after a long day or many activities in class, it’s tough to remember who raised their hand, who received a warning, or which family may need me to send a follow-up email.
Socrait helps with this by automating some of the time-consuming (yet essential) aspects of teaching. Tasks such as taking attendance, logging behavioral incidents, tracking student participation, recording praises, reminders, warnings, and even drafting personalized follow-up emails to families are important and can take away valuable time from our students.
These are essential components of classroom management and communication, but they can also add to a teacher’s daily cognitive and emotional load and, of course, reduce the amount of time that teachers can spend working with students. Socrait provides a solution by working with teachers to facilitate these actions.
How Socrait Works
Getting started with Socrait takes only a few minutes.
Before class: Open the Socrait app, press the “stream” button, and begin teaching.
During class, the app runs quietly in a pouch that comes on a lanyard. Teach class as you normally would; no special voice commands are required.
While teaching, Socrait listens through a secure mobile app and transforms spoken words into a digital log. At the end of class, simply log into your dashboard, and you will see a summary of attendance, praises, reminders, and any warnings given, plus student participation. It can even draft messages to send to parents, ready for teachers to review before sending. Socrait is also compatible with Google Workspace for Education, making it easy for schools and districts to integrate securely. It has plans to integrate through Clever in the upcoming school year!
What I think makes Socrait so unique is the voice-to-text technology that processes speech without needing to save audio or keep a recording. The audio is processed into useful insights without affecting students’ or teachers’ privacy. With Socrait, teachers can evaluate their class data to look for/identify patterns that will help them to target instruction: Are there students who are consistently disengaged or engaged in the lesson? Is praise being evenly distributed throughout the classroom? What are the most frequent reminders given in class? These insights can promote thoughtful reflection and help educators adjust instruction or classroom management strategies to better align with student needs..
I was amazed by its ability to detect and categorize my comments during instruction. It facilitates accurate tracking of both positive reinforcement and behavioral redirection. Here are some of the statements that I made and how they were categorized in my dashboard.
“Great job staying focused during group work, Mia.”
“I appreciate how you explained your thinking, Kevin—that was clear and well-stated.”
“Thanks for your help in class today, John.”
These statements were categorized as praise. The following statements were categorized as warnings:
“Cody, I’ve asked you twice to put your phone away. If you could please put it in your backpack.”
“I’m concerned about your grades, Kelly, as this is your third missing assignment.”
At the end of class, here is an example of what you see in your dashboard:
Built with Privacy First
When I try a new tool, the first thing I do is look for information related to privacy and data security, especially when it comes to AI-powered tools. Socrait does not store audio recordings but rather functions through real-time streaming to convert speech into text and then generate summaries, which are stored securely.
More Time for What Matters
Socrait helps teachers to save time. Socratit saves the time they used to spend writing notes, sending emails, or filling out behavior logs and gives teachers an assistant that frees up time for what really matters: building relationships, reflecting on lessons, and taking care of themselves.
With Socrait, teachers are able to:
✔️ Track student participation and engagement in real time
✔️ Automatically log attendance and behavior data
✔️ Generate and send follow-up emails after review
✔️ Reflect with accurate, accessible class summaries
Want to give it a try?
Socrait is currently in Alpha testing, and the best feedback comes from teachers using it in their classrooms. If you’re interested in testing a tool that supports teachers instead of overwhelming them, now is the perfect opportunity!
👉 Sign up today at https://socrait.comto be an early user. You’ll be able to use Socrait daily, and your feedback will help shape its development.
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 PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here.
Generally speaking, when educators think about artificial intelligence, or AI, it is usually in the frame of a tool students use to cheat, avoid thinking, or come up with an easy and quick answer. We all know that AI can do significant mental heavy lifting for us. The news has been saturated with the accomplishments of large language models like ChatGPT from the beginning, and they are only getting started. However, as we continue exploring their capabilities, edtech companies have successfully integrated them into their products with amazing results that benefit students and teachers alike. Rather than merely limit student thinking by replacing it, AI can also help students break through barriers and expand their creative thinking skills. Adobe for Education is at the forefront of companies that can harness creativity, AI, and their existing edtech platforms to maximize student learning.
Generative AI
Adobe Express also offers four generative AI features for teachers and students to use in their projects and creations. We are only limited in our ability to think of ways to use them because there is plenty of creative and critical thinking power here.
Generate Image
How you use this in the classroom is up to you and your subject matter. It is pretty easy to find ways to use it in ELA or art, for example, but there are applications to be found in other subjects, too. One really fun way to have students use it is for images that they need for presentations. No more searching the internet for an image that might be copyrighted or the incorrect image size, and therefore not visually appealing. The engagement factor of creating their own image cannot be overlooked either. If you are now thinking that you don’t have students create presentations, you might reconsider that. It is a college and career-ready skill that students will need beyond our K-12 classrooms, as is the actual presenting of information. I had a business owner comment recently that she wished more local students graduated high school with the skills to be able to jump right in and do on-the-job presentations. They need both technical skills and communication skills to be able to share information at work or at school. Adobe Express has the tools to help engage them in both.
Generate Text Effects
This feature is just as fun and also as creative as the text-to-image generator. Type in the description of the text you want or fill type you want, look at the examples generated, and choose the one that suits your project the best. This can be used on more than presentations, too, of course. Adobe Express has a lot of template projects that fun text effects can enhance, and again, the engagement factor is huge here, too. If you start a project with just having students create their names with the most creative or crazy test effects, that will help them learn the tools and have a blast while doing it. It can seem like overkill to worry about adding outlines, shadow effects, etc., but creating posts, flyers, newsletters, publications, and presentations that are well-designed and legible is a skill that is not generally taught but should be. With Adobe Express, a few minutes of fun can turn students into competent creators.
Generate Template
This might be the most innovative generative addition to Adobe Express yet. Sometimes a blank canvas is terrifying, just like a blank document or a blank paper. We don’t know where or how to start our paper, project, drawing, etc. Templates help with that, but if we can type in a brief description and then watch AI bring it to life, even if it does not materialize like we suddenly envisioned. However, just seeing the iterations come to life from just a few words can spark more creative ideas for any template or project.
Insert Object
This one was fairly new to me. I saw that it had been added, but I had not tried it until recently. It is simple and also fun to use. Just upload a picture, type in a description of what you want to add to the picture, select your brush size, and color in on the original picture where you would like to add the object.
It is another fun way to create what you need for an image, but this time you start with an image you have but you add something to it. This could really be useful for a variety of situations, and part of the fun for us as educators is to use our own critical thinking to find ways to use these tools that maximize student learning and engagement.
Whether your year is winding down, just beginning, or facing the winter blues, Adobe Express has what you and your students need to inject some creativity and critical thinking, with some talented AI help to fuel the learning needs of your students. It also has the added benefit of engaging your creative juices too, with the flexible templates, powerful tools, and add-ons, which is just as important. Educators need to flex their creative muscle and break through barriers in order to lead students in innovation, and these tools can be the right fit for just such a task.
About Rachelle
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 PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here.
What if instead of just playing video games, students could create their own? That’s exactly what we did in my class, transforming a love for gaming into a hands-on project that blended coding, design, and creativity into a student-run video game. Using Scratch, students transformed their ideas into interactive games, coding everything from high-speed chases to intricate jumping challenges. But, the project went beyond coding as it integrated multiple STEM disciplines, including video production, graphic design, and even 3D modeling. The project culminated in a student-run arcade, where other classes came to play. By the end, students weren’t just players—they were game designers, engineers, and creative thinkers, bringing their ideas to life in an interactive, hands-on way.
This project is an example of project-based learning (PBL), an approach that makes learning more meaningful and engaging by connecting academic concepts to real-world applications. PBL immerses students in hands-on experiences that build critical skills like problem-solving, collaboration, communication, and creativity. It also helps students see the relevance of what they’re learning by giving them opportunities to apply their knowledge in practical ways. Perhaps most importantly, PBL allows for personalization—students can shape their projects around their own interests and strengths, making the learning process both more enjoyable and more impactful.
To make a PBL project successful, it needs to be broken down into manageable steps. Game development is complex, so I structured our arcade project into stages: coding, graphic design, video production, and 3D modeling. We started with coding since a working game was the foundation for everything else. Once students had their games running, they designed backgrounds and characters, then created posters to promote their work. After that, they produced instructional and promotional videos. Finally, they used 3D modeling to design a custom game controller and token. Some students needed extra time debugging their code, while others jumped ahead to designing graphics or planning their arcade setup. By keeping the schedule flexible, everyone had the time they needed to finish their game while still engaging in other aspects of the project.
A good PBL project teaches students the skills they need, one step at a time, so they can finish successfully. Since our students had different levels of coding experience, we began with Scratch tutorials—some moved through them quickly, while others needed more time. The goal wasn’t to get everyone to the same level but to ensure each student had sufficient skills to build their own game. The same idea applied to 3D modeling, where some students were already comfortable with the design tools while others were just getting started. By meeting students where they were and providing targeted support, we made sure everyone could engage with the project in a meaningful way.
PBL isn’t about having the latest equipment—it’s about making the most of what’s already available. For this project, we used Scratch for coding, Adobe Express for graphic design, WeVideo for video editing, and Google SketchUp with our 3D printer for modeling. These were tools I was comfortable with and ones our school already had. However, the project could have worked just as well with different tools—Python instead of Scratch, Google Slides for design, or Google Vids for video. If we didn’t have a 3D printer, modeling clay could have been an alternative, or we could have skipped that step altogether. The key was staying flexible and using what we had to keep the project engaging and manageable for both students and teachers.
Finally, giving students a way to share their work makes PBL more meaningful. Finishing a project feels good, but presenting it to others gives it real purpose. For our arcade, we transformed the classroom into a real gaming space—students designed posters and signs, and we handed out tokens so visitors could “pay” to play. This small detail made a big difference. Students saw their games being played and enjoyed, which made their hard work feel real. No matter the project—whether it’s a school newspaper, a model city, or a website—having a clear end goal and a way to showcase the final product is essential. Giving students the chance to share their work helps them gain confidence and see the impact of what they create.
About Rachelle
Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Doctorate in Instructional Technology. Her research focus was on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event! She speaks on AI, AI and the Law, AI and the Environment, Cybersecurity, SEL, STEM and other topics.
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 PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here.
In the first and second parts of my AI series, I focused on where we see AI in classrooms. Benefits range from personalized learning and accessibility tools to AI-driven grading and support of a teaching assistant. In Part 2, I chose to focus on some of the important considerations related to ethics that must be part of the conversation. Schools need to focus on data privacy, bias, overreliance, and the equity divide. I wanted to focus on the future for this last part in the current AI series. Where do we go from here?
I have seen a shift in the focus of conversations around AI and also a shift in the mindset when thinking about AI. Where there once was heightened concern about the use of AI for cheating on assignments and hesitation to start using AI, now there is more of a realization that AI is here to stay, and its role in education will only grow. The conversation is no longer about whether we should use AI—it’s about how we choose to use it, and more importantly, why.
AI will, without a doubt, be part of that future. It’s our responsibility as educators, tech leaders, school community members, and edtech providers to ensure we’re guiding its integration in a way that best serves students, empowers teachers, and prepares us all for the future.
Here are some things that I have been thinking about:
Human-AI Collaboration in Teaching?
We’ve heard it many times before: AI will never replace great teachers. But it will “change how we teach” and how we think about teaching, impacting our work in many ways.
For some educators, they are just exploring AI or have only recently heard about the possibilities for human-AI collaboration. Have you thought about AI becoming a co-pilot in your classroom? Consider some of the possibilities:
Teachers can get real-time insights into student understanding. (Feedback that is authentic, meaningful, and timely is essential. AI helps with timeliness and gives us time back that can be spent providing authentic and meaningful feedback to students.
AI assistants can help educators to further differentiate instruction. (Think about the time it takes to evaluate student responses and adjust our instruction to best meet student needs. Using AI can help with saving some valuable time).
Brainstorming new ideas can be faster with the help of an AI assistant.
Will AI stick around?
AI is not new, and it is not going away.
Our roles as educators are evolving. Beyond delivering content, we have to be content curators, learning coaches, and mentors. We need to understand how to best leverage the AI tools available to create meaningful learning experiences for all students.
Some things to consider:
Shift from thinking that AI is going to replace us. Think of it as a teammate that is always available instead. There are many ways that it can supplement the work we are doing.
Work toward ongoing professional learning that supports AI fluency. Move beyond learning how to use a tool, think about its potential for enhancing our work, and be aware of its limitations.
Create space in your school or district for educators to experiment, reflect, and share what’s working (and what’s not). Pop-up PD events where someone shares a new idea, resource, or tips are great ways to continue learning and share the teacher talent!
How Can Schools Prepare Students for an AI-Driven World?
As we have probably said ourselves and heard many times, we are preparing students for a future that doesn’t exist yet, while we know that AI will definitely be a part of it. So we have to be intentional in the opportunities we create and the tools we choose to use.
Our students will need to be technologically savvy, but their knowledge needs to go beyond that. They will need to understand how AI works, how it can hallucinate or return inaccurate information, and how to use it ethically and creatively. Understanding AI is about more than computer science—it’s about focusing on skills such as critical thinking, media literacy, and how to innovate responsibly.
What Are The Key Skills for an AI-Ready Generation?
AI literacy: Knowing what AI is, how it functions, and how it makes decisions. We talk a lot about AI Literacy, but we need to focus on exactly what it means and how to create opportunities for these skills to be developed.
Ethical reasoning: Developing an understanding of bias in algorithms, the importance of data privacy, and the impact of automation on humans and the future of work.
Enhanced Creativity: Deciding how to use AI to enhance storytelling, design, research, and innovation.
Collaboration and adaptability: These are critical skills which means that developing skills for problem-solving in interdisciplinary, tech-rich environments.
Schools now need to think about: How should we shift our curriculum to reflect this new reality? How often should we bring digital citizenship into our conversations about AI use? Do students have opportunities to create with AI and not just consume it?
What are the Biggest Opportunities with AI on the Horizon?
When I think about the future of AI in education, I think about a lot of concerns, but also focus on the benefits. Often, I say responsibilities versus possibilities, or maybe you have heard of “guidelines and guardrails.” More than just automation or replacing work done by humans, streamlining tasks and more. It’s about amplification. When integrated with purpose and oversight, AI has the potential to:
Help educators identify gaps in learning earlier and more accurately.
Support neurodiverse learners with personalized, accessible tools.
Provide just-in-time support for language learners, students in rural areas, and those who might otherwise be overlooked.
Enable more student-centered learning by freeing up educator bandwidth.
Support schools and organizations in many of the time-consuming administrative tasks and other responsibilities that take away from time working with students and colleagues.
Also at the school-wide and district-wide level, there has been a rise in AI-informed school operation. I just returned from the ASU+GSV AI Show and saw more of this than in prior events. With AI, schools can take advantage of tools for smart scheduling, predictive analytics for attendance and engagement, and AI-supported mental health monitoring (of course, only when used responsibly and ethically).
But here’s something to remember: AI will not by itself make learning better. It will amplify or enhance the system it’s placed in. While we have new opportunities, the big responsibility belongs to us to use this technology ethically, purposefully, and safely.
What Can We Do?
Here’s how we start:
Create school-wide policies for AI that address ethics, bias, and transparency—before tools are adopted.
Build educator confidence through ongoing, hands-on training and support.
Collaborate across roles— administrators, teachers, tech staff, students, and even the school community, should be involved when AI decisions are made and aware of changes that happen.
Model digital citizenship by treating AI as part of the ecosystem of responsible technology use.
Looking Ahead:
We’re all going to need to keep learning and expanding our skills together. AI will continue to evolve quickly, and because of this, education may continue to play catch-up if we don’t dive in and continue to learn and expand the work we do.
We have a chance—right now—to lead the conversation, set the norms, and create the kind of learning environments we believe in—not ones driven by hype or fear but by intentionality, inclusion, and imagination.
Some questions to consider:
How do we want our classrooms to feel? What experiences do we want to create for our students?
How can AI support relationships, not replace them?
What does equitable, empowered learning look like—and how can AI help us get there?
Let’s Keep the Conversation Going
What are you seeing in your school or district right now when it comes to AI? What conversations are happening—or still need to happen?
I’d love to hear how you’re navigating this space, what challenges you’re facing, and what’s working for you. Whether you’re just getting started or already diving in, this is a journey we’re on together.
Drop your thoughts in the comments, send a message, or reach out. I would love to work with you and your school or speak at your event. Contact me at bit.ly/thriveineduPD.
If our current system is inequitable, overworked, and compliance-focused, AI won’t fix that—it might just accelerate it.
Let’s also remember that students are watching how we respond to new tools. They’ll model our curiosity, our caution, and our creativity. If we approach AI with a balanced, thoughtful mindset, they will too.
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 PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here.
In collaboration with MatataStudio EDU, All opinions are my own
As educators, we seek innovative ways to prepare our students for the future. Whether we choose different teaching methods or leverage the technology available to us, we have to make sure they are prepared to succeed in today’s rapidly evolving technological landscape. According to recent studies, the global AI job market is expected to grow exponentially in the coming decades. However, a significant skills gap threatens to limit opportunities for many individuals.
Educators must ensure that all students have opportunities that will equip them with the necessary skills. By incorporating tools like the Nous AI Set, educators can help bridge this gap, ensuring their students are not only employable but also leaders in the workforce. Introducing them to AI concepts early on is essential, and with the MatataStudio EDU and their great robot kits like the Nous AI Set, we can help students build these essential skills.
For educators seeking to prepare students for a world increasingly driven by AI and STEM, the MatataStudio Nous AI Set is a game-changer. Its modular design, real-world applications, and extensive resources make it an invaluable addition to any classroom. My students are excited to explore the possibilities of becoming innovators and problem-solvers.
Experience in STEM or AI is not necessary because the Nous AI Set provides everything educators need to create a dynamic, engaging, and impactful learning environment.
Real-World Applications in the Classroom
You may be wondering how to use Nous AI in the classroom. Because the MatataStudio Nous AI Set is such a versatile, modular AI educational robot, it is easier for educators to bring AI-focused learning experiences to elementary and secondary schools. The Nous AI offers students an opportunity to independently or collaboratively explore AI technologies and bring abstract AI concepts to life through practical, hands-on activities. Here are some ways it can be used in the classroom:
Autonomous Navigation Programming the robot to follow paths or avoid obstacles teaches students about the principles of autonomous driving.
AI-Generated Content Exploring AI-generated music, art, or text (AIGC) enables students to understand the creative potential of AI technologies.
Image and Object Recognition Students can train the robot to recognize and categorize different objects, introducing them to machine learning and neural networks.
MatataChat: Engage students with AI-powered chatbots that can respond to queries and provide information.
Neural Networks: Introduce the concept of artificial neural networks, inspired by the human brain, and the role networks have in carrying out complex tasks like image and speech recognition.
Speech Recognition Projects By programming the robot to understand and respond to voice commands, students gain insights into natural language processing and its real-world uses, such as virtual assistants. Engage students with activities that teach them how machines can process and understand spoken language.
Students can choose one of these areas to focus on and build something of interest or something for fun. Great examples include an Automatic Door, a Smart Fan, a Car, or the Gimbal set that teaches students about advanced face and color tracking.
What Makes the Nous AI Set Special?
The Nous AI Set is a versatile, modular AI educational robot tailored to the needs of primary and secondary school students. What sets it apart is its ability to make complex AI concepts accessible, engaging, and practical for learners of all skill levels.
Key Features
Advanced AI Functions Students can explore state-of-the-art AI technologies, including:
Machine learning
Neural networks
Machine vision
Speech recognition
Autonomous driving capabilities
AI-generated content (AIGC)
Interactive MatataChat functions
Hands-On Learning Opportunities The Nous AI Set emphasizes experiential learning. Students can collect data, train AI models, and deploy them using graphical and Python programming interfaces.
Durable, Flexible Design Built with a sturdy metal structure, the robot is compatible with building block systems. Its structure fosters creativity and adaptability, which allows students to design and reimagine their projects.
Why all educators need to bring AI and STEM into the classroom
AI is rapidly transforming industries, from healthcare to finance and transportation. STEM skills are increasingly in demand, especially as we move toward the future and look at the Job Skills Outlook. By introducing these concepts early on, we can:
Cultivate Future Innovators: Inspire the next generation of AI researchers, engineers, and entrepreneurs.
Develop Critical Thinking Skills: Encourage students to analyze complex problems and develop creative solutions.
Foster Problem-Solving Abilities: Equip students with the tools to tackle challenges and find innovative solutions.
Enhance Computational Thinking: Develop logical reasoning and algorithmic thinking skills.
Prepare for the Future Workforce: Ensure students are ready for the jobs of tomorrow, which will increasingly rely on AI and automation.
Resources to Support Educators
One of the standout aspects of MatataStudio is the extensive support available for educators. Their curriculum guides, aligned with ISTE and CSTA standards and the 5 Big Ideas for AI, provide step-by-step instructions for integrating Nous AI into various learning environments. Building the robot is easy to do with their step-by-step instructions. Additionally, tutorials and professional development workshops ensure that educators are confident in teaching these advanced topics.
These resources save valuable time and effort. Everything you need—from lesson plans to assessments—is ready to go, allowing you to focus on fostering creativity and exploration in your students.
About the Author:
Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, and her research focus was on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!
Rachelle is an ISTE-certified educator and community leader and served as president of the ISTE Teacher Education Network. She was named the EdTech Trendsetter of 2024 by EdTech Digest, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.
She is the author of nine books including, ‘In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.
Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or your event! Submit the Contact Form.
Follow Rachelle on Twitter(X) and Instagram at @Rdene915
**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
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
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Learning as I go: Reflections & lessons learned 