Welcome to today's FETC Webinar. I'm Jennifer Womble, Conference Chair of the Future of Education Technology Conference. I am thrilled to bring to you today an expert panel for a conversation about the future landscape of artificial intelligence and STEM. I have a few housekeeping notes before we begin. If you have any questions or technical concerns, please use the Q&A module on your screen. You can resize and minimize the different modules on your screen by using the options in the top right hand corner of each module. All attendees will receive the recording of today's event. Look for that e-mail within 24 hours post event, Our speakers will be responding to the chat. Please feel free to open and interact with the chat box with your live questions and comments. We also encourage you to put questions in the Q&A module throughout the event. The speakers will address those questions as well. You can also use the Reaction module in the menu at the bottom to relay items you may like or want to express an emotion about throughout the conversation. This team today is sure to give you many insights into the world of artificial intelligence and specifically STEM. We encourage you to share this link with your colleagues and engage in a community conversation with other educators about this important conversation. FETC has recognized the growing concerns from many districts around the country to our District administrator magazine and articles about the role of artificial intelligence in STEM. For that special reason, we have organized this amazing panel of experts today. We will also be hosting specific sessions and an opening keynote at the live FETC event in January featuring Dan Fitzpatrick to address these needs and the role of artificial intelligence in K12 schools. But for today, I am thrilled to introduce this panel of experts who have all written books on artificial intelligence, had the role of working with school districts in STEM and have worked on successful programs elevating STEM education across the country. So please allow me to begin by introducing our special guests. First, we have from Florida, which I'm very proud of, Jeanette Camacho, she is an author and also a coach. She has written three different books featuring STEM and artificial intelligence. And today we're going to have to ask her to tell us some special news about the glasses she's wearing too. And she's definitely working on her doctorate, which we'd love to hear about and doing some amazing research in the film of, I mean, in the world of education. Also with us today is Rochelle Poth who is probably has the longest resume here as everything from being a lawyer to an author to a Spanish teacher. I'm not sure she sleeps at night, but she has an amazing wealth of knowledge that we want to definitely glean from her and there are many things that you can read that she puts out every week and I encourage you to follow her as I do. I get all the latest scoop from Rochelle. Also with us is Carl Hooker, which many of you have seen in conferences from all around the country. A dynamic presenter who's been on the cutting edge of showing teachers and educators how to integrate artificial intelligence, putting out some amazing weekly newsletters. Just has a brand new book on it which we can't wait to hear about. So lots of background and wealth of information that he brings to the table. I'll probably say our resident STEM expert is definitely Victoria Thompson, who's here with us who spent many years working in school districts across the country and is now and you know industry expert with Microsoft continuing to partner with schools. She can report back to us what she's seeing happening across the country in schools, which is very, very exciting. And it's nice to know that we've got people on the cutting edge of industry who are looking at the role of new technologies and how we can really best employ them. So it's really exciting to have four, all four of you here today. And there's so much to talk about that we're going to dive right in. I'm going to start right off with Rochelle and I'm going to turn it over to you and say before we dive deep into adding STEM into the equation, give us a little bit of a background on AI, how it's working, what are you seeing out there, What's happening with educational products so that we're kind of all have the same understanding as we enter this conversation? Yeah. Well, thank you and thanks for the opportunity to be here. So super excited to learn with everybody and I'll be excited to see what questions people come up with and what they put into the chat. But. I'll ask the question first. So everybody who's watching and when you hear AI, like what's the first thing that comes to mind? Because I've been asking that question for six years and it's interesting how some of the answers have stayed the same, but some of them it has really changed dramatically since, I mean chat CPT almost a year ago now and just all of the things that we're seeing and how quickly. So that's I like to always start with what people think about AI and then when I teach about it. You know, I ask my students that same question or if I'm working with educators as well and then dive into like what it actually is, but not so much on a highly technical aspect. But I'll, I'll share a little bit of what it is. And so, you know, put your answers into the chat. That's the first thing. And then when we think about what it actually is. You know, there's tons of definitions. If you Google it, if you put in the ChatGPT, you're going to get a very long detailed explanation. But I tried to kind of sum it up as quickly as I could, but it's basically, you know, a computer has been been programmed through algorithms and it it's been trained on massive amounts of data sets and it can basically do things that humans can do up to a certain extent, because. We know we talk about like relationships in the classroom, having conversations with our students. Like, you can't really mimic that. I mean, you can have a conversation with a chat bot. So my students and even educators within my, you know, conferences and sessions that I've been doing, It's just really interesting to talk about, you know, where we're seeing it because a lot of times people don't realize how much we rely on it and how long we've been relying on it. Like it feels like it's something. That it's so new, but it's been around since the last century like the 1950s. So it's not that it in itself is new. And so looking at what it is, what it can do things that we as educators did pre technology, it can help us to do those same things faster. Some examples are you know, in education, like processing all of the massive amounts of data for student information. Personalized learning for example. You know it. It's great to be able to have time with our students and talk one-on-one and to know where they are in their learning experiences and their journeys. But sometimes that takes a lot of time. You know, I do love grading papers, but I want students to have feedback really quickly and so when I think about the impact. My own education, exploring with it, exploring it with my students. You know, what does it do? What are the benefits? And as an educator there, there are some major benefits. And I'll just put these up really quickly, quickly. Like I said, personalized learning. You know, if students come in, I can give them a. Paper and ask them to complete a task. I could collect them, I might take it over the weekend, or I can use one of the game based learning tools, for example. Have them all start with maybe the same question, and then it adapts based on their needs. If they're right or wrong, it can track the trends in their responses, and it can provide that personalized learning journey for them in real time. That I then can see the hole in my dashboard and I can go to each student, or I can address all of the students in the class based on that information I get. So I can kind of target my instruction and tailor it better to their needs, whether individually or as a whole class the other part. And I'm sorry I get so excited to talk about this stuff. But like the virtual tutors, more and more people are talking about, you know, access, you know, to information. Years ago when I started to use technology, it was because students had questions and they couldn't reach me. And that really bothered me. You know you need. You know an answer at a certain point in time and it's like the weekend, but using, you know, ChatGPT for example, and being able to ask the question whether you're a student in high school or me taking a statistics course this summer, asking for an explanation and being able to get some real time support that then you can go and ask your teacher. I think that's just really beneficial on both sides for us as educators finding time to collaborate with each other. It's hard because there's never enough time, but if you can, kind of. You know, quickly and ask the question, you know, what do you think about this? Give me feedback on this or students can do that. My students have said they use that in their own practice as well. Those are just a couple of the ideas I come up with for, you know, what is AI, where do we see it in education and some of the benefits. But I will stop there because I know everybody else has something to add to it. Yeah, I definitely want to thank you for that introduction. Also say that on the screen right now, you're demonstrating 3 points the AI can do. And those are three points that I think all of us who've been around about 20 years have been waiting to do. These are the things we've been waiting for. We've been saying technology can solve the problem of grading papers and tutoring. And now here it is in this time. So that this is actually really exciting. But I think what a lot of schools are wondering with this we and we're starting this conversation about where should we address it, What are, what are we hearing these rumors about? Is it ethical? I don't know. Carl, can you explain some of these the questions and the challenges and this ethical question that's coming up front too? Yeah, I want to point out a couple things too, that Rochelle said. Thank you first of all for having me on Jen. And I think you know what she just laid out as an important foundation when you are addressing this with staff. I just worked with some elementary teachers this morning and we deep dove into AI and you'd be surprised at how many misconceptions there are out there. I mean, I think. As Rachelle was talking through what it actually is, of course we all gravitate towards Skynet and Terminator and end of World disaster scenarios. And the truth is, I mean, yes, that's machine learning. However, that's not what we're talking about with a lot of the generative AI tools we're talking about. So I think when educators start to think about that responsible use of AIII mean the first thing they go to is like where they're going to use it for cheating. Well, the truth is, I mean, if any of you had this back in the day ink on your hand, you know, or I had this beautiful watch, you remember these watches that were like the calculator watches? That my teacher told me, you know, you're not going to have a calculator in your pocket the rest of your life. Little did you know, I would or you know, when TI came out with their calculator, all of a sudden it's, you know, you could actually program cheats into the actual calculator itself and then of course Google, you know, you know early turn of the century and now it's just AI. So again, if we look at the history of this, it's always. Let's blame the tool throughout the process. Let's talk about the tool. Let's talk about the tool and why it's the reason to blame when we're not actually addressing the behavior. I I equate this to like saying if you see a catch a kid smoking a cigarette and you take the cigarette or the vape out of their mouth, you say, OK, there, I addressed it. No, you didn't. You took away something, but you never actually addressed the behavior. Why kids cheat and we'll talk about that. I want to ask that in the chat here in a second. But a couple of things we've seen also is in the headlines. You see this especially in the university level. You know this is full on crisis mode. University professors are clamoring the the entire country of Australia shut down all tests that were online. They made a paper pencil for for early spring of this 2023 year because they were not sure what was happening with it. And here in my neck of the woods, I'm in Texas professor at Texas A&M. Commerce flunked his entire class because he wrongly assessed them saying that they used AI and he used the cheat detection tool which was powered by what? That's right. AI, which we those of you on this chat know and those of you in this in this presentation know that AI is not infallible. It's got a lot of problems. 1 university I thought that did a pretty clever job of this is Michigan. They came up with what they called an AI resistant assessment tool. Here's The funny thing, true story. If you actually go and try to find this now, it is no longer on their website. Because as I read through the the list I was like this looks very familiar. The way it's all laid out and written like I've seen this written. It almost looks like it was written by and sure enough at the bottom of the thing it says disclaimer, this is all written by AI. And it could be a useful tool, which I thought was great. I mean, I think that's bold of universities saying, this is also how you can use it. So what I want to ask the audience to reflect on is also let's talk. I mean, yes. Can it be used for cheating? Absolutely. Can any of these other things be used for cheating? Sure. But let's talk about the role education plays in that cheating and what can we change in the process of what we evaluate? So we're going to ask this in the chat. And and as I asked folks to to kind of comment in the chat, I'm going to share a quick story with you about why I think that we as an institution need to change what we evaluate. We we hold important, and I call it the game of school. And there's one year I was interviewing some high school seniors in my school district and one of them came up to me and I said, you know, why do you guys all sign up for the same certain class by the same teachers? Because you like the teacher. And they're like, yeah, we like the teacher, but that's not the reason why we signed up. And I said why do you sign up? They said because she posts the notes on Monday for the quiz that she's going to give on Friday. And so we can memorize every note and it'll be on the quiz. And therefore we get the A. And I said, what did you learn? Did you learn anything in the class said, yeah, we learned how to get an A. So again, that role of educators and what it plays, I mean, I think that's a harder question to answer. So I think we kind of gravitate again toward this idea of let's just get rid of the tool and that'll eliminate the cheating when we don't look and reflect internally. So again, I welcome people that to kind of comment on that in the chat. And I want to know what the panel thinks, because I see that, you know, Jeanette's wearing some very interesting glasses. That I would normally say would be banned because I know what they are. But you can't. All right, Jeanette, what are those on your face? So these are from Lucid Lucid and they are AI glasses, so they actually work with ChatGPT and I can ask my glasses any questions. And we've already tested everybody in my in my house, wore them and was like. The answer for this. And surely enough, you cannot hear it, not even 2 feet in front of you. What that tragedy is whispering the answer to you. In addition to that you can listen to music, answer your emails and your text messages. So you know, we, you know, I just came from from doing a workshop myself and we talked about ethics and you know and now this also brings in a different layer. Whether or not you can't, they are prescription. So can we ask students to take off their prescription glasses because they have AI built into them? So that's going to be a new task that we need to address eventually down the line. But now Jeanette, Jeanette, do you also have to have a wearable device or a laptop? Is there another part to it or the glasses can stand alone? They stand alone, They're Bluetooth to your phone and the phone can be across the other room and it still works. Very interesting. I did just read, yeah, I just read an article about a school that was trying to ban Apple Watches because kids could text answers on Apple Watches. And so are different, you know, wearable devices. So I think what Carl saying is getting to the core of the issue, you know and asking questions that you can't just always have the answer, you know regurgitated back is probably part of the bigger, the bigger picture. Now I'm going to pose this question to all of you kind of put you on the spot, but are you hearing what are different districts around the country doing about this policy? What kind of AI policy are you guys seeing out there in school districts? And it could be anybody I threw. I throwing everybody off because I just. I know, I know of a few. I mean, I know there's a school district in Chicago that's rewriting policy. I will say that for the majority of schools, I think they've taken the path of avoiding policy because policy is a process that goes through board approval and it takes months and years. And we all know that the second they write it, it'll be obsolete. Instead, what they've done is a lot more responsible use guidelines. And I think they've folded it in because, you know, ChatGPT is here today. Next year it'll be something else. So if you make it too specific, that's dangerous. But at the same time you want to have. You know, kind of guardrails, I think for usage. And yeah, there's 13 plus. And as I told the teachers today, I was like, because it's 13 plus, we all know that no kid under the age of 13 will ever use AI because it says it. But we also know that that that's not true, that's not going to happen. So creating guardrails, I think is what I see a lot of schools this. I'd be curious what everyone else is doing though. So I adjunct at a school down here in the state of Florida as a college professor and it's just like how you said, Carl, where it's more of the guidelines and the guardrails, but it is arena style. Is what I like to call it. It is every professor for themselves. So you have one professor over here that says absolutely no AI, and if you get caught, then you're going to get kicked out. And then you have one professor over here that says, OK, you can use it, but I have to make sure that I see everything going on. And then you have professors like me who are like, OK, this is more of a tool. And if you do utilize it, let me know, but also show me your steps and your processes. So that also has created some challenges, you know, very transparently, because there's no consistency. And I see that a lot with the schools and districts that I work with, even independently as like a Victoria Thompson person and not like an employee of an organization. There's very little consistency across the board, but that also can spur some innovation too. So the positive I'm taking from that is a lot of educators and school leaders will say, hey, what are they doing over there? I want that. How do I get that? And then that creates some more conversations. Yeah. So one of the one of the, I'm sorry. One of the big things I saw that you know that with districts blocking Chad, GBT, you know within a matter of two months there's a website that's called there's an AI for that. And if you go to, there's an AI for that. It gives you how many different people have registered their own AI. Spots and there's about 9000 different links that students can utilize that do exactly the same thing that Chat TPD does. So it's it's kind of like you you patching the hole on the sinking ship you you patch one but there's water coming in somewhere else so that that whole blocking a specific it's it's not working for a lot of school districts. Yeah. And what's interesting I think is when this really came to light in the spring when people first had access to ChatGPT and they thought that was the the biggest piece of the puzzle. Right. But what we're seeing now is that lots of products have just created AI as part of their product. So I think there's lots of teachers and districts who are using AI who just don't even realize that's what it is because they're calling it magic tools. They're using some different phrasing for it. But there is built in AI into many, many products that are out there. And so now we have to educate educators and administrators on what that looks like and if that has the same ethical concerns. But even more importantly, we have to educate teachers who are trying to select content. So I'm going to, I'm going to ask you, Victoria, because you were just mentioning working with schools. How do we decide you know which content is the best to align AI and some of these AI tools too? That's a really good question, so I'll I'll start off by saying that since this is a STEM session, I think that AI does lean itself directly to SEM because of the T and the E piece. It's that technology piece and it's also the engineering piece. However, this doesn't mean that AI can't be used for anything. The four things that I really like to think of whenever I refer to just ethical content and ways to address that responsible use are the learning objectives, right? What are the areas where AI can really enhance that understanding and critical thinking for students? Things like student needs and abilities? A lot of people think that AI can be ChatGPT or open AI, or maybe things like Bing Chat, Enterprise. But if I go on to forms right now, Google forms, Microsoft Forms, even SurveyMonkey, I can have artificial intelligence capacities that are there. You know, I can go into Mentimeter right now and make a word cloud, and that's not something that I am orchestrating behind the scenes. The artificial intelligence does it for me. So how does that lean into student needs and abilities? And when we're doing that, we're considering age grade level, cognitive abilities of students. One of the things that I do with my students at the college that I work at is the very first assignment we have. It's called a ChatGPT challenge, where we actually physically go into ChatGPT. We type in our social media handles where we're located and say write a biography. And from there we can actually see whether or not it comes up with a OK biography about us. I learned very quickly that there are three pretty high profile Victoria Thompson's, I am one of them. The other is an author located out of Portland, OR area and the other works for ABC News out of New York City. The first two times it gave everybody else but me. The third time it gave me. But it also wasn't a really good biography, right? So when I think about the student needs, the abilities, and also whether or not things are developmentally appropriate, that's something I would do for like a college, high school, maybe even upper middle school student. If we're looking at AI from the lower elementary, elementary, early middle perspective, I'm going to do a little bit of a different assignment. But again, this is all about getting them into integrating with the AI tools. We also have to think about subject matter. What's the curriculum? What are the subjects? What are the topics? How can we provide resources? That's important too. Chat, GPTAI, all of these things. They know a lot, but they don't know everything. So how can we ensure that we are supplementing that content as well, especially in STEM? Because when I'm thinking about some subjects, particularly mathematics and science, they again might lend themselves more naturally to AI. But that also doesn't mean that we're getting rid of the qualitative, quantitative and analytical nature of these subjects. We're not just putting kids on a computer and saying look it up, we're using it as a resource on the side. And then the last piece, because I'm talking a lot, but it's data availability. Artificial intelligence at its core really does rely on data for training and functionality. If we don't have that, we don't have a good program. So what we need to do whenever we're using this alongside our students and our colleagues and our faculty and our staff is really thinking about what data is really relevant and available. If I go on to, for example, Bing Chat Enterprise right now and I say what's the weather today, like I just got back from the Bahamas, they very well might pull that information from when I was on my Disney cruise. They might pull it from my home in Orlando. I don't know. As specific as I can get is as specific as it's going to be for me. So when we do that with the data availability, it really helps. And then I also always encourage educators to just consider those ethical implications of data usage as well. There's a lot of really good going on right now with artificial intelligence where we know our data is with us. However, there are some situations where sometimes data is used in different ways. So I just advise for them to be on the lookout for that. And I think, Victoria, you bring up a good point because you know all of us have been taught to think critically about the data that's handed to us and look for different biases and things. So Carl, maybe you could address, let's talk about bias. Is there a bias in AI? Should we where these teachers are trying to decide what to use AI in, what content to use it in now? What is the bias that we need to look out for, be aware of? Well I think it's first we have to acknowledge too that just like I was talking about earlier with the tool itself as AI, cheating is a bigger topic. I mean bias we all have inherent in US whether we like it or not. And I always like to do this experiment with students but I'll do this with teachers too and and I'll use this this tool like. So when you hear the word hacker, what's the image that forms in your mind. Like when you think of a hacker, what does a hacker look like? What are they wearing? You know what kind of room are they in, what's on their computer screen. So start to have that image form in your head in the audience. I encourage you to do the same and and think about what's going to happen, because I my guess is. If I had to guess, whenever I've done this with the audience, probably about 95% of them say the same thing. They all go ahead. Panelists, give me your guess. I'm not going to show you the answer, but I Give me yours. Tell me, Victoria, someone tell me what you think. What does it? What does a hacker look like? I can tell you this because I just worked with students on this, So they think that they're in like a dark room with like a beanie hat or like a ski mask, and they haven't left the room in 17 hours at least. And they are just like in front of a computer like this, right? Yeah, exactly. Yes, this is, yeah, they all have hoodies or beanies. They all and, and and The funny thing is, like, not everyone that wears A hoodie is a hacker. And and not every hacker wears A hoodie. But if you do a Google search, I mean, this is what comes up. I mean, this is what again, and it's not because the technology, you know, feels like this is the way people should look. It's just because it's taking what we already know is an inherent bias. And this has been around for a long time. If you go back to the 1950s, I mean, these are ads that have been out. Don't worry, darling. You didn't burn the beer. Or, you know, you mean a woman can open this. I mean, gender bias, it's been taking place for, you know, decades, centuries, right. And now it's in our advertising. And I always like to do this experiment with kids, too, just to test it out and with teachers. So when I use this prompt to say like, all right, I'm going to go to your your AI image generator tool, dujour, whatever one you want to use, Dolly, Canva, whatever. Generate an image of a nurse helping a robot get better. And then and think in your head right now, what do you think is going to appear? First of all, what what gender is the nurse going to be? I mean, I think we can all assume it's going to be a woman. And then I push him a little bit further and say, now, what do you think the race or ethnicity of that nurse will be? And the majority, every time I've done this and this was using, I don't want to say which tool it was because I don't want to make the company mad at me. But this is what the example output is. It's usually someone of. You know, kind of Asian descent, Filipino descent nurses and again, the robots all look different, but the nurses always kind of look the same. So I think it's interesting and I do think we have to kind of you know, address this and I and I think once you recognize it and acknowledge it. Then it's like, OK, now we can look at the data just like you were just talking about Victoria. Like now we can look at the data and say like, right, Does it actually make sense what we're getting, what our output is? Digital literacy is going to be so important and we're one year away from a major election, national election. Can you imagine what AI is going to look like in a year? It's and we're at the infancy right now, so it's going to be fun and scary at the same time. It's really amazing. I I know, Jeanette, you and I were talking about this a little more. Do you? What do you think about some of these biases and what we should help educators and administrators look out for as they're taking on addressing these tools and and applying them to the classroom? Well, I'm going to go ahead and drop a link on the chat that I'm going to have for all the teachers because I've compiled kind of like a a a PAT LED with all the different AIS that I found that are useful for teachers to utilize. And it allows you to kind of like add your favorite. So if there's one that I haven't stumbled on, you're more than welcome to add it. It gives you the, the access to it. And with everything else, like, you know, one of the things that I tried to explain the to the teachers is like, you know, at least some of the more, more educational companies we know that we've worked with them in different school districts, right. So we know that for the most. Most part they keep our data safe and they're they they would stand like the whole being able to keep our students data safe. But that's not always the same case with all these 9000 and other bots that are out there that who knows what country they're from, what guidelines they're going, they're just on the web to utilize. So by putting that there, it kind of like OK, yeah, you're right. There's so many great things that students can use. However, you know, we don't know whether where they're being housed, so. That's one of the things that I just put out there, just so they they they understand that, you know, we are putting our students in danger if we're utilizing the wrong AI tool for them to play with or for them to to kind of build items. And especially when you're getting into the different age of different students that are a lot younger that don't know any better. It's funny when you mention like, what does a hacker look like? I think of my phone, right? And it's just because I just finished watching this great documentary on YouTube about the biases in the algorithm, right? And how the algorithm within our phones already tells us when we're going to buy shoes, when it's payday, what stores we shop at. And it automatically is. Pushing that kind of information. And I'm going to talk about a quick lesson that you know, teachers can do with their students and especially if they if they're into social media and and post the questions of like what kind of algorithms your social media currently have, What are you being exposed to and what kind of videos are always being shown to you. But let me go ahead and I think I can do this. OK, so YAI in STEM and one of the many things that I ran into when I was conducting the following study and as I I was able to view what the University of Florida is currently doing in AI. And they're pushing out to other universities the same kind of practice. And I'm going to go a little bit over it, but so the University of Florida is currently hired over 187. Professors within the different fields of that specific university because now their plan is to being able to. If you're studying law, you know how is law going to look like 4 years from now because of AI? If you're studying biology or you know, or even Fine Arts, what is Fine Arts going to be like with all the different tools out there that are that are creating art? As is. So they're currently training the different fields but a couple of the really important ones that I kind of like said wow, this is this can be so relatable to our high schools and the kind of AI programs that they need to put into place with robotics. And so one of the things that that they're currently doing is students are using AI to scan all the crops and. The data being gathered is telling the we'll be able to tell the farmers, hey, that this needs this kind of like fertilizer or this particular berries are safe to pick. Are the tomatoes in this subsection tested positive for ABCD? So this is just a different way that AI is being utilized right now by students at the college level and something that we need to kind of like. Think about because we want to ensure that our students right now from K through 12 are being able to conduct STEM activities that will prepare them for these kind of fields and these kind of different jobs that are going to be, you know, in the future. And when talking about ChatGPT or or or AI or how long AI has been around, if you notice the graph, the publications of AI have just gone. All over, right. So we have artificial intelligence and pretty much every single aspect of our lives from our banking, when we do the facial recognition, when we order food, I know that when I go to my Instacart, it's like, hey, you need to reorder this. It automatically knows what we are, what we're like, and what we're what we're used to. So it's something that's not going to. Go anywhere anytime soon. So we have to kind of prepare our students for that. Another neat aspect that I thought I was like, wow, that's that's pretty interesting. So right now they're utilizing in the critical care centers and they're being able to scan the patients and see you know hey are they they're able, the AI algorithm is able to determine if they're in distress faster than their. Nurse by assessing them. So this is another big thing and they're pouring, you know over $82,000,000 to ensure that IC us in the country, you know are prepared for for. To make them better and utilizing AI in the in the meantime and I think. Jeanette, I'm going to ask you right one one thing there that's so cute and interesting and those two examples of both agriculture and in nursing, these are STEM fields that we're we're constantly trying to get students involved in. It's not just the AI and those examples you shared, but also the drones and the robotics and the coding. So I'm going to pose a quick question and interject here to everybody. How do we ensure students have all of these skills? So it's not just employing AI into the STEM curriculum, but there's an entire cadre of skills that these students need in order to use those tools. So I'm going to ask each of you what, what all do you think that we need to be doing in the STEM field? Not just AI, but to make sure they can utilize it? They're like, Oh no, why'd she call on me? I'm good with anytime, let me tell you. So in my role, honestly, it's a lot of exposure. So for example, I work at Microsoft. I don't code. I'm not a software engineer. I'm in what's referred to as an ancillary role where I'm on the account management side and the industry side. There are a lot of other people that work at Microsoft that also don't code, and they're not software engineers. I think when I was growing up, and especially when I was an early career educator, the push was coding, coding, coding, STEM coding. Everybody code. Everybody learned to code because that's how you're going to get a job. There's a whole swarth of people that work at very large, very reputable companies in STEM that don't do coding or don't have any of this. Like the legal team at Microsoft, I had to work with them for a very long time. Not because I was in trouble, but because when I moved from Seattle to Orlando, I had to confirm my address. There was an entire team of lawyers at Microsoft that worked with me in the HR department to ensure that I made it across the country to my new home. Right? And of course that's not STEM or coding, But that just goes to show in these companies that have a reputation for being in STEM, there are so many cool roles and opportunities that you can be a part of. But it's these little building blocks and these foundations that get you to where you need to be. Like, I was just at a conference in Florida not too long ago here in Orlando, and there was a student group that came and it was a tech conference, and one of the students was interested in creative writing. But, you know, his teacher kind of brought him along and he didn't really know if this was a place for him. And I'm like, dude, who do you think wrote all the pamphlets that are here at this booth? You know, who do you think wrote all of the copy in the magazines that you're reading right now? This all comes from people who majored in things that are not necessarily STEM, but they leverage their STEM opportunities in school to get to this place. So it's exposure. It's identifying the I kind of like those core skill sets and then giving students options to explore. I think Victoria brings up some good points. Sometimes we over broaden what STEM is or isn't because I think almost everything probably is STEM now and I think it's interesting now artificial intelligence can do the coding for us. So what which which coding do we need to know? So I think it's interesting in the schools we've been pondering building STEM skills. To give them exposures, a lot of internship programs and things like that. But are we actually in the classroom building the skills that they need when they get out to do this kind of project based learning or these kind of, you know, a lot of project based hands on work in the field, which is really exciting, but are we giving them those opportunities in the classroom as well? Yeah, it's a bit of a double edged sword, Jen, when you talk about it like that. I mean it's we want to call it out. We want to make it. You know it's own thing and make it important. But once you do that the challenges having all teachers realize that it's actually could be folded into everything they do because a language arts teacher may look at that and go well that's STEM. It has nothing to do with me when the reality is like AI is going to be a part of everything that they do and a lot of things you do in STEM is a part of everything they do. But I know that we still have a challenge in our schools of getting especially females interested in STEM fields. I have three daughters and I'm myself have seen the transition of. My daughter loves stems, 5th grade, 6th grade, 7th grade, 8th grade, 9th grade. Now she's like, what is all of a sudden? I don't feel like I like science anymore. I was like, you love science your entire life. What happened? And I think some of it is societal pressure. It's what I'm seeing. And in a lot of it is just like the opportunity. She goes, well, there's 22 boys in that class and two girls in that class. I feel outnumbered. I don't feel like I can take that coding gaming design class because that's the way it is. And so she decides to like to do something else. So I think. It's important to still have it isolated because I don't think it's widespread enough yet and I think there's still challenges there. But like you're saying, Jen, I think we also now it's folded into everything. I mean agriculture, like you're just saying like, you know, I mean it's part of everything. So we have to still emphasize it, but also making sure it's part of everything. So good luck with that. Rochelle, I know you've been a STEM teacher for many years. How is it set up in your school and and is it where you're kind of alone in your own project based learning and wisdom, or are you combined together and integrated with other curriculum? Yeah, well it's a it's a mix in. I mean there's elementary has their own kind of program that they follow and then in my school with the kids, the 7th graders, 8th graders, they have kind of rotations and so they choose which what they want to go to because we run like a six day rotation. So I have two groups of students, three days each and years ago when I started teaching it, I was, I was. Told you know, I was going to teach hummingbirds. And I've told this story and every STEM session I've done, I was like, I was so confused. I'm like, what do you mean I'm going to teach French and Spanish culture with hummingbirds. Like, I'm not. I didn't have the training for that. And then I googled steam and hummingbirds. I'm like, oh, it's a robot. OK, that totally makes sense. Did it for two years. I was terrible at it because I didn't know the answer to everything. But I realized I don't have to. Like, I just need to know enough to get the kids started. And I can't limit them to just what I know because then like, how where do they, where do they go from there? So. The third year when I was a little bit more ready, my principal called me in and he said what do you want to teach? And I named AI, augmented virtual reality, coding, robotics. I think actually first on the list was digital citizenship because I was like they need to know how to properly send an e-mail to their teachers. But it's it's it's now that it said, hey, can you fix my grade? Like at least put deer or something. But over the last six years now, I think it's just been, you know, seeing what's next to the emerging technology. And so I kind of, in some cases make it up as I go. But I it also pushed me to realize that I I was saying I'm just a Spanish teacher. And years ago, I think six years ago, one of my students said, why don't we get to do the cool ARVR stuff? And I just stared at him blankly. I'm like, I didn't think about it. I'm just a Spanish teacher. And so I started to pull some of these things in. And when I do some sessions on STEM, I say like, you might think that you don't fit into the, you know, the STEM or Steam or however it's referred to, but it's small things you can do that don't need to have even technology involved. It's about the skills that you develop in that process. And you know, finding and I know it's hard for elementary teachers, they always say to me like, oh, we just don't have the time. And I say just here's a quick activity. You know, it could be something short and sweet, but it's about the skill sets that they develop. And the last thing I'll say about it is, I mean there are so many things that we are faced with in education, You know, for a while it's like SEL and then you want STEM and there's all of these other topics that come in when what comes down to it. Sometimes it's just one activity that you can do that kind of addresses all of those and it's not grade level content, area specific or maybe it's one platform that offers a lot of opportunities for kids to have choice and work at their comfort level. But you know, there's lots of things out there, but the only the one piece of advice I'll say is like you can because there's stuff out there for the kids in pre-K through 12. You just have to find one thing to start with and and let them run with it and learn with them and don't be afraid to not know the answer. But they need those opportunities to build the skills that we know that are in demand, you know, well into the 21st century now. Yeah. I think one of the things that you said that's interesting that does challenge a lot of educators is that. None of us know the answers. We none of us know the complete capabilities. I mean, this is a whole new Pandora's box. It's can be really exciting, but it can also be scary. So we none of us know the answers of what will come up, you know, when you're using different AI tools or what the possibilities are, which I think is really exciting. I didn't mean to interrupt you, Jeanette, because you're giving us some great examples of application of STEM and and AI and STEM. And I think we want to talk about that some more. But I think this is an interesting time also to talk. About what Rochelle's mentioning is just the role of the leader in the classroom and being able to be open to utilizing some of these things, whether they realize the AI is built into the tool or not. But it does put a lot of Amis on them to think about, you know what's going to happen as an outcome. So, so many different moving parts here. Jeanette, I want to give you an opportunity to share because you were given some great applications here. I just there's so many things going through our minds, we just have to interrupt a little. No, no, do not worry. Well, one of the things now that you were talking about accessibility and ways to bring this type of technology to the students. I wanted to showcase one of our my school districts down here in Florida and they refurbished the school bus and they loaded it up and you know if they, you know, they go from school to school putting together STEM activities. So bringing STEM into our schools could be as simple as as having a bigger picture and doing something like this that if you don't have the room at your school because you don't have. The extra classroom. This is just another way that that this could be brought in. And one of the things that I wanted to do for FECC was that I wanted to teach teachers how to code their own bot, right? So I was like learning it inside and out and I don't know if you guys saw the new GPTS that came out with with ChatGPT and I was like well there goes that idea. I know I already built one. I love it. So I was like OK. I'm going to still show them how to do that, but I wanted to showcase that since you were talking about how are teachers going to bring this into. So those teachers that have ChatGPT the pay version, they I put together a quick AI generator that ties in our SD standards. It ties in our state standards and it creates STEM. Lesson plans for teachers to utilize. So now it's you don't have to go through Google and putting that together and I was able to feed it from my book that I created building a STEM program from the ground ALP and I was able to feed that information into my my bot in order to generate these these awesome lesson plans for teachers to use. And if that's not enough. Let me show you this one. We're going to try to put all of these in the resources as well so people can try to do this as well, correct Jeanette. Absolutely, yes, absolutely. And another one is the curriculum planner. So if you if you have a school and you want to start, you know, coding in fifth grade, and you want to put together like a quick curriculum guide, there's. There's a little bot created specifically for that that now you can generate your own curriculum and you can even say break it down day by day with specific lessons and it will generate it for you. So my goal is to make sure that I'm going to try to figure out how to push this out so it's free not only to the to the users that are using, you know, the paid version of tragedy, but also for all the teachers out there to be able to generate the curriculum, generate the content tied to their school district's curriculum as well. Lots of great ways to support teachers. We've talked about grading, we've talked about giving feedback, being a tutor, creating Lesson plan. So definitely there's a lot of roles in AI that are supporting the educator, which is really exciting. So Carl, I'm going to lay this on you, though. How do educators start to integrate all these diverse AI techniques, all these different products that we're talking about? How do they put that in to meet the instructional needs of their students? Like what are we going to do this is this is a lot of information to take in. If you're you're trying to figure out what AI is now, how do I put it in? Yeah. And I think this is the challenge that professors are facing right now. High school teachers, we talked going all the way back to the early conversation about cheating, Where does this all play a role? And I think you know, as an educator you have to look at, you know, these three things. What is you know going forward is content. Original meaning that's original created piece of work that didn't have any influence of any type, which is. A lot more rare than you may think because we have a lot of things that influence our content. Then there's AI assisted content, and then there's of course just straight up AI content. And I'll give you a quick example that a professor friend of mine, this is actually, I had him on my podcast recently, Doctor Nick Cole, he's a professor at USC, professor, professor of public diplomacy and propaganda. So you can imagine the history, the history of like what's happened with propaganda since the invention of the printing press even, and what it's done. And So what he does with the students is interesting. For the last five years, he's had him take up a certain viewpoint of a certain country, basically trying to, you know, position themselves to the United States on certain things. Well, this year he decided to force them to use ChatGPT and he said I'm going to make you rather than saying I'm not going to let you use it, I'm going to say you have to use it. And he said the results were the paper they turned in was AB minus. And he goes, listen, if you just used AI only original AI content, that's it, you're about AB minus and use your own original content. Meaning your own kind of thoughts and you got some stuff from different places. It's also around to be minus. However, if you took a marriage of the two and now I want you to take the GPT content, I want you to make it better with your own input human elements of it and and actually know the material even better. He said it become A plus. It became A+ type content. He was the students learned it better, they learned it deeper and the papers themselves were actually a better than he'd ever seen over his last five years before they used any type of AI assistant. So not only is it making the papers better, but the students learned it better. And so I think it comes down to. You know, what changes do we need to make in schools to really enhance and bring all this in? Teachers out there wondering, I've heard this mentioned several times. Christina Ishmael mentioned it when she's a director at tech for the Department of Education. And this is something I've heard over and over again. This is the way to battle all the cheating. But it also is how to enhance us with AI. And that is, let's focus on evaluating process and product at the same time. Too often in schools we focus on that final product. And I think that's where we've gotten in trouble. We've relied on the final product. Now when students, we realize that students can kind of dupe us around that final product. And also we say, well, we don't even know if they've learned anything because all we focused on was that. And so I love this. I'll show this is from AJ Giuliani, a good friend of mine. He started sharing this kind of activity out where he talks about even in elementary schools or, well, elementary is going to be a little tricky because they can't really use it with the age restrictions. But saying, you know, having a system in your classroom going forward of, you know, when are you going to use AI tools like this particular foundational skill I want you to do by yourself. This skill I want you to do with parts of AI, maybe help it, brainstorm or edit or maybe this tool. You can use as much AI as you want, but of course, at the end you're going to have to demonstrate that you understand the concept. So again, you're still going to need to know it. And so I like this kind of graphic to kind of help them guide through that. But yeah, it's going to be ever changing. I think the big thing is, again, those guardrails, making sure you have some sort of idea of like what do the kids actually know? What is the human element of it? That's what makes it so much better anyway. So yeah, don't get rid of it, but at the same time, don't just say yeah, you can use it for everything, because how do we know if kids are actually learning at that point? That's a great point. So one of the things that's interesting, we just recently went through all the scoring of the educational technology products of the year awards through DA and one of the things that's amazing is how many products now have. You know, AI tools built into it. So a lot of we talked, we mentioned this earlier. Do people realize that is what AI is? You know, just like the examples that Jeanette was giving us about, you know, Amazon knows what you want to shop and what you're going to wear this season and things like that. And you know, I think Spotify can can almost guess our music choices sometimes. So there are some AI elements everywhere but. Some of the things that are really being integrated are some incredible tools that I can say you know can benefit students in in many, many ways. And I think last summer we started hearing from different companies from Kahu to Curry Pod to all these different companies as they as they are exploring AI to make their products better and to actually I think the most exciting part is personalizing learning. So I hope, I hope Victoria won't mind putting on your AI hat in. You're a Microsoft hat, but I know, especially in the field of reading and an essay out. Can you talk a little bit about some of the ways Microsoft has embedded some of these AI tools that are really exciting? I know you're you're the SIM expert, but you got a little insight scoop on this too. And yes, I do, and it's. Pretty amazing. Do you mind sharing what that looks like and really why companies are doing this like and how helpful it can really be? Yeah, absolutely. So I'll preface this by saying that everything I'm going to share today is like open knowledge. So I'm not sharing company secrets or anything, just wanted to get that out of the way. But when I think about my role at Microsoft and also how things are switching up within the organization, artificial intelligence really is the name of the game for a lot of what we do within education and at at at the core of it, I really do think that it makes sense, right? If I'm looking back at for example. When I was a teacher, 5th and 6th grade math and science, I was still sometimes pulled to do running records for ELA for our students. And it was a middle school, right? And it's 5th and 6th grades. That's kind of where we did the cut off for it. We had over 250 students and I had to pull all these kids the back of the room and I have to occupy kids in the front of the room with other stuff. And I even remember as a kid, that was a little frustrating for me because the teachers in the back and I'm just kind of doing whatever. On top of that, I don't like reading in front of other people. I'm a very strong reader. I don't like being put on the spot, especially if I'm around a bunch of other kids. When I think about what Microsoft has done, in particular with reading progress and reading coach, all of that time where we spent two weeks taking kids to the back of the class to do running records and looking at their reading skills and oh, did they skip this word? Oh, did they mispronounce that word. This is now 5 minutes on the computer. And students can put in their headphones, they can speak directly into the device, and they can receive direct feedback based off of their reading. On top of that, what I appreciate about reading progress, and if you don't know what I'm talking about right now, reading progress is essentially an online running record for reading for students across grade levels. I even use it with my students at the college level sometimes. So something really neat about reading progress is, you know, if you have a student that struggles with reading. Written feedback is probably not the best, like just being very transparent. Like if I have a kid that struggles with reading, I'm not going to give them written feedback. I'd prefer to have an in person conference with them on reading progress. You can actually give students video feedback so they can go back and they can take a look at what they wrote and also what they did and also what they read and they can they can modify and adjust. So again, all of that time that was literal 2 weeks of just assessing students. It's now 5 minutes, but it's all compiled in my device and I can take a look at it and again, that's all artificial intelligence. There's also the speaker coach and progress, which is in PowerPoint right now, but it's going to be in some other areas as well where I can talk directly into my computer and it again gives me actionable insights as to how I performed with my public speaking. Whether or not I was too fast, too slow, if I need to utilize different words just by some presentation a bit, if my pitch is high or low. So I remember having to practice public speaking in front of a buddy when I was in school. You know, we partnered up, we gave each other feedback, and I still love doing that. But maybe if I need a little bit of practice beforehand, like. For example, for me at home, I've practiced in front of my friends, my wife or my dog, and I love my dog. He's not the best at giving feedback, so I do it with presenter coach and speaker coach and that's fantastic. There's also math coach that's coming out their search, so. So math coach is like reading progress and coach, but it's based off of math steps and giving that actionable feedback. There's also the Search Coach, which is all about safe search and information literacy and media literacy. Is fantastic. I can go on and on, but there are so many really neat tools that Microsoft in particular has leveraged with artificial intelligence to look at students and say these are learning accelerators. Right. We all know that they're learning tools. We know that they're here to help you. But they accelerate your learning. They elevate your learning. They help you better as a student alongside your teacher. So when I think about how this relates to STEM in particular, these are the foundational building blocks of any content area. But if we're talking about making students future ready, they have to be literate. They need to discern fact from fiction. And they need to have the foundational math skills and public speaking, communication and advocacy with that is huge. So that's all about instructional and learning needs for students and it's just amazing. It's just absolutely outstanding what can be done with artificial intelligence within these tools. And I've seen something too from other companies. They're coming. Have to give. A shout out, yeah. Have to give a shout out to mine that I work for because I remember when reading Progress first came out I thought this is. This is amazing and I hope that there's more, and I'm glad that more is. Coming out well, and the way I I just like you remember hours spent time listening to kids read, filling in clothes charts and filling in, you know, phonetic awareness charts and things. And now that they can, One of the things I like about everything you were describing is that the student is actually more of an independent learner. They are actually being able to take charge of getting feedback and understanding why that's important and practicing it again and again and again and. You know, getting feedback, which you can't do that with just your classmate or a teacher or teach. There's just not enough hours in the day and there's. One of us and how many kids, right? So to have these tools assist us helps us and then it also helps the students become more independent. That's it's amazing. I I I really want to commend the work that you guys are doing because I think. The more of these tools can enrich classrooms and it actually helps and benefits the teacher because they are being able to make sure that kids are getting the right kind of feedback. You know that is almost impossible for you to do with two or three hundred students a day. Okay without putting everybody on the spot. I'm going to ask the question if you have a favorite set or a set of AI tools that you guys are using that you'd be willing to share that think, hey, this is something people should be really looking at, either from the teacher perspective or the student perspective, if you're willing to share. Can I ask you Carl? Oh, I knew you're going to start with me. OK, well, I have. I have several. But I'm going to give you, I'm going to give you one, because I don't want to take them away from everyone else. And I'm going to, I will say generally image creators, right now I'm really into image generators and I want to give a shout out to Microsoft even though she's on the call. I'm not doing this because she's here. But I will say Microsoft has done a lot of great work with their Bing chat and their Bing image creator is phenomenal. It's run by Dolly Three don't pay the money for. Dolly. Yes, and people are paying money for Dolly. I'm like, don't do it because you actually just use Microsoft anyway. So that tool what I'll challenge everyone to try this at some point in the next day, just to mess with yourself. Try to describe yourself. Into the tool and see what kind of image it generates. You want to talk about an self reflective activity? Try to describe what you look like and then see what AI can actually produce. Or have someone else describe you and see what it produces. It's kind of an interesting activity, great way to do an introductory step to AI with teachers and students, and also kind of funny to see the outputs because you know humans aren't really great looking in AI. But I will say the best one I've seen so far was from the Bing Image Creator, so shout out to. That's that's my kind of. You can use that with your classroom. Think about building background knowledge. How many times you've read a book and said the character doesn't look like what I thought they did. So allowing characters to be creative, I mean, there's so many ways you could already just pull that one simple task into, you know, an activity where kids could see that come to life. That's a great, great point. I've read Harry Potter as my first graders when I was teaching way back when, before the movies came out and and I remember them thinking what did Hagrid look like? And I would try to describe Hagrid now we could say let's put it in here and see as a class. Does it look like what we can, you know? And then having that discussion is so rich. So yeah, that's a great, a great kicking off point for image creators. I love it. I love it. All right, Rochelle, something favorite you would recommend people try to use. All right, so I'm going to give you 3 quick ones. And now I'll type some more to the chat. Only because I want to share the it's AI for all. Because for teachers who are looking for lessons on some of the topics we covered, like bias and ethics, and you're just like, I don't know where to begin. I don't know how to put this together as videos, discussion, questions and you know, it's been vetted and it's a good resource. So I always want to share that one. And then for anybody who thinks, yeah, but I teach Elementary or an elective or whatever, they have all of these guys and with ISTI and they also just release their ethics guys. So it's full of standards lesson plans, activities, you name it and I'll make sure that link is dropped as well. And then the third one, I'm not going to put a slide but I'll say because a tool, it's Eduaid and they are actually from Pittsburgh but they offer more than 100 different resources for teachers to use and explore and but I'll I'll drop the links in the chat and everything for everybody to check out all. Right. Jeanette, you got to give us some favorites. You've got a lot of exposure, too. I I got to say one of my favorites right now that I that I love. What it currently does is question well and it allows you not only to create the question, but it also allows teachers to import it to. Who to Just virtually everything that's out there for teachers to be able to utilize. So not only does it help you create content, but it also helps you push out that content. I think D fit also. I mean, I love how now they integrated the, the. Diagrams that like so if I wanted to do some kind of like bubble map if I was teaching above cells and I wanted a bubble map to to come out so I can do brainstorming, it actually creates it in Google Slides and so then you can put it up in Google Classroom or however you dissipate you know those slides or or that information to your students and and you can have that in seconds put together for you so. And so those are probably two of my big ones out there, but I'm going to put on the chat all the other 5060 ones that I've played with that I love also. So so you guys can test it for yourselves. It's pretty amazing. You know, it's interesting. As we talked about making teachers more efficient, you know, giving feedback and personalization, increasing creativity, we've hit on ethics and the conversations around digital literacy. It's interesting how AI is really bringing the entire technology world kind of full circle and employing it in education to where now it starts to look a little more seamless. For years, you know, we're not just using having computers on the side, but we are having this conversation about how it's going to become more seamless in our daily processes, which is actually really exciting because I think lots of us have been waiting for that for a long time. And and because these tools are being built into so many pieces of software and applications, we have access for everyone, which that hasn't always been accessible as you know either. So I'm excited about that and I know what you know our premise here was kind of specifically about STEM, but I think it's interesting we've talked a lot about all the academic fields because it is pervasive and it is cross curricular which is is really exciting. So I want to have each of you respond to kind of maybe a a final question here. So as this is a lot on our plate we we've we've brought in a lot of different pieces today. So how do educators learn these skills? How do we make sure they know what AI is? They know what products are out there, they know how to use them, how to integrate it in their classroom, how to share it with parents and communicate with their administrators what they need? This is a this is a big pot of new information. So maybe each of you kind of think about how do we assist educators on this journey. This is, this is a new path, especially we have teachers have been in the classroom 30 years, people have been there three years. Everybody is on the same playing field right now, starting from scratch. So I'm going to start with you, Victoria. What can we do for educators to help learn these skills? So I always like to say that baby steps are still steps, and sometimes the information surrounding technology and AI in particular could be extremely overwhelming because there's a lot out there. Don't be afraid to try one or two things, figure out if you like them or not, and then try it again, right? Or try something new And then figure out exactly how you how you want to craft your AI journey. No2 persons journey is exactly the same. So for example in Microsoft forms. I wanted to give a shout out to this because this is new. There's a situation right now where you can actually go in and you can have your entire quiz crafted by artificial intelligence based off of the title. So if I were to go in right now and type in two step equations, I now have an 8 question assessment that is already graded with all the questions and everything and it's right there. So the assessment that would have taken me maybe 30 minutes to make just took me 30 seconds. Like as an educator, that's something I would use every single day, like that would be my warm up, that would be my Friday quiz, that would be my whatever. Something that's a little bit different, like maybe creating a paper on ChatGPT, maybe not so much the first time, right? But I find things that I'm comfortable with. And then that's how I get into the space. And then I get to go out a little bit further and further and further out of my comfort zone to figure out what I like a little bit more. So that's always my advice. It's OK to start small. Don't be afraid to dive into things that you like first, and then as you continue to get out of your comfort zone, figure out what you like and what you want to utilize. I love that. If I could add a different bell ringer for every class period done that fast, it would have been like yes. You can come in 5 minutes before, press that button, and then boom, there's your warm up. That would be awesome. Awesome. All right, Jeanette, What? What's your feeling about this? How? How can we help educators in this process? Well, one of the biggest things right now is making sure that. We bring this kind of tutoring to teachers, whether it's via web chat, whether it's them attending conferences or people coming into the schools to teach them as well so they're not overwhelmed. The biggest, the biggest way that we can help them is making sure that we're there to be being able to guide them and that cat LED. I'm going to also put like different workshops that are out there. Whenever I see a free seminar they can sign up. To that is AI related. I'm always sitting on there whether whoever is hosting it so I'm going to put that in there so that teachers if they if they want to go in and and check some out. I know that with Samsung Edu we also provide free professional development for teachers that they can jump in there and learn about AI as well, because we have a couple on AI that we're also giving. Those are great resources. All right, Michelle, I know you lead training, I know you lead workshop. I know I'm on a tweet chat with you, but what are the what are some best ways that teachers can learn these skills? Yeah, I mean everybody said before and I think you know, some schools still are unsure about the training to give for teachers and if it should fit in and when to do it and how so. So I think for all educators like knowing that it's for for five years, it was kind of like I don't know if this is going to stick around. It is, it's sticking around and it's, it's picking up speed. So you have to stay up with it and how you choose to do that, it's going to, you know, your choice. So there's blogs, there's podcasts. But one thing that I've found consistently is when I've done presentations, roughly 70% of the people that I've presented to have said they had not yet used ChatGPT. And so if you could say I've never used try ChatGPT, start with that, but find a space. I mean people are joining in here today so they're learning about it. There's certainly no shortage of organizations that offer resources, training, PD, free events, and just find something to try, like think about your your. Your classroom like, what takes the most of your time? Is it grading? Is it being able to give students feedback? Is it creating a presentation on a topic that you are tired of teaching and you want to just like, spice it up a little bit, Dive into, you know, a tool like Canva for example? But just think of something that would save you time, that gives you time back for the students, because that's what we really need to focus on. So I was. I was up with that. To mention Canva too, because a lot of the schools already have these tools. It's not. They don't even have to go outside. It's now they have AI invented embedded in it. And Camba, Oh my gosh, the things that you can do with their AI and Tragedy PD are just incredible. Yeah. You know, it is really an exciting time to teach again. I know we've been having lots of conversations on the other side about retaining teachers and and doing a better job of that, but what an exciting time to have so many new tools. And I loved Rochelle. What you're saying is just try it yourself. Like, and I think we got some great examples from Carl, like just try it, you know, and then see how you can do it in baby steps. All right, Carl, I know we got a lot of great books out there. We got a lot of things that we could talk about. What are the best ways? I mean, there's amazing authors on this webinar right here. So yes, books are great. Books are a great place, but I would say kind of piggyback on what everyone said. But also Laura Ogando from the New York City Department of Ed and I talked recently about this and she said. Do something personal first. Like take it and say make a recipe for Spanish rice. Create a workout plan for me, you know, think I I need that right now actually. But like I had it actually tried to make like what is a good way to make? What's a way to make a really good brisket? And when the first thing it said was turn on the oven to 350 degrees, I knew it was terrible. And AI is awful because it should. You have to smoke a brisket, you can't throw it in the oven. But anyway, so I do think that you have to put it, have a personal fun spin to it, and I think that's a great way to introduce it, even for that first 5 minutes of exploratory time. And then you'll see. OK, first of all, it's not perfect, but it does give me some ideas and feedback and I think that's important. Give teachers time to explore. I love that advice and I think it's something we can all do. I have to just take a minute to thank everyone here today. This is an incredible panel. Each of you could probably go on for hours with ideas and resources, and I thank you for sharing all of that. We're going to put a lot of the resources in there. We're going to put resources to their books and resources. And then the things mentioned today, you'll see down there in the button so you can access them there. I also want to tell you that all of these people are going to be presenting at FETC, which is a great place to learn about AI and STEM and all of the things that we talked about today and to put it into action. And so you will be getting a recording of this conversation today. Everybody who's registered will be getting that and I definitely appreciate it. We will have a conversation again next month with more FETC speakers, our topics going to be on cybersecurity. So I invite you to join us then. But even most importantly, I invite you all to come and join us live. Our resident. I almost want to say that you're almost our Hostess, Victoria. She's like the Orlando experts, and she's. A little excited that FTC is coming back to Orlando for the next two years. OK. Y'all are about to be in my backyard. I got special Disney ears for it. Great idea I am. There's a lot I. Can do in my ears. I'll tell you Victoria and Victoria just read an article for us in DA that the next magazine leading up to the event giving a lot of insight about what to do and and how to tackle Orlando. So I'm excited for the learning opportunities that are there. But more importantly, you have the opportunity to meet with these people, sit down and have a conversation to share and learn from one another. And of course, connecting is the biggest important part of learning because that's when we have fun and all that we learned. Everything learned and fun is never forgotten. So I just really want to take the time to let you know how much we appreciate your expertise and your time today. Thank you for joining us. And we'll see you all at FETC in Orlando. Thank you. Thank you. Thank you. _1726104739074