Latest / Integrate This! Ed Tech Podcast / Integrating AI with Intention: Jen Hegna on Guidance, Skills & the Graduate Profile

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Integrating AI with Intention: Jen Hegna on Guidance, Skills & the Graduate Profile · Integrate This! Ed Tech Podcast

• 0:00
  Welcome to Integrate This, your go -to EdTech
• 0:03
  podcast where curiosity meets classroom innovation.
• 0:07
  Join your hosts, David Berner and Jeremy Mikla,
• 0:09
  as we explore the rapidly evolving world of educational
• 0:12
  technology. From game -changing tools to insightful
• 0:15
  conversations with today's top EdTech voices,
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  we're here to help educators stay informed, inspired,
• 0:21
  and ready to innovate. So tune in, level up,
• 0:25
  and let's integrate this. Hello and welcome to.
• 0:41
  another episode of the Integrate This podcast.
• 0:44
  I am Jeremy Mickle. I'm joined by my co -host,
• 0:46
  David Berner, and we're joined with special guest
• 0:49
  today, Jen Hegna. All three of us are actually,
• 0:53
  even though it doesn't look like it based upon
• 0:55
  what our rooms look like, if you're watching
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  this on YouTube, we're all at the same conference
• 1:00
  in St. Cloud, Minnesota. It's the Minnesota Thought
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  Leaders AI Summit, the second annual, and we're
• 1:07
  really excited to bring Jen into our conversation
• 1:11
  here today and I thought we would kind of start
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  out Jen. Why don't you give us a little introduction
• 1:16
  about yourself but if you wanna throw in a little
• 1:19
  bit about the conference or or or in particular
• 1:23
  your session that both David and I attended yesterday
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  and I know you were also part of a panel discussion
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  in the afternoon as well and and had some really
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  great insights. I think to to share there as
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  well. So maybe touch on a couple of those things
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  here and then we'll get into some other questions
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  too. Sure, my name is Jen Hagna. I'm the technology
• 1:42
  director for Byron Public Schools in Byron, Minnesota.
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  I next fall I'll be starting my 30th year in
• 1:49
  educational technology for the school district
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  and have served as the district director for
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  that long, which is amazing. And I kind of laugh
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  because you know, I've seen lots of technology
• 2:02
  transformations. like the Internet. One of my
• 2:06
  very first PD sessions I ever had was teaching
• 2:09
  teachers how to email. And I recall, you know,
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  teachers are like, well, when are we ever going
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  to use this? You know, and that's just the scope,
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  right? There's been Internet and smart boards
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  and Wi -Fi and laptops and Google and one to
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  one devices. But I haven't seen anything quite
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  like artificial intelligence. And the other thing
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  is how fast it's evolving and what's projected
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  to happen. So here at the conference, it's been
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  great, lots of ideas. And the whole point of
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  this is geared towards action. As I shared, You
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  know, things are moving quite quickly, and we
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  have organizations, higher ed, K -12, workforce,
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  and we really need to think about how we work
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  together in tackling this. And my passion, I
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  guess, is around human competencies or human
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  skills. because those human skills are going
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  to help us become more competitive when the machines
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  are taking over some of the other process kind
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  of things that traditionally were done by humans.
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  So the session we were at yesterday was a K20
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  design relay, partnered with some of my new higher
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  ed friends. We actually did not meet face to
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  face for the first time until yesterday, which
• 3:38
  is always cool. But really kind of thinking about
• 3:42
  human skills and thinking about students that
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  have lots of talents and passions, but might
• 3:50
  not fit the mold for specific pathways, whether
• 3:54
  it's college, and thinking about the learning
• 3:57
  currency that we all have. So traditionally,
• 4:01
  learning currency, we have GPAs, transcripts,
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  test scores. And, you know, when we think about
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  human skills, like where do those start being
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  measured in, you know, or transferable, whether
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  going into higher ed or the workforce. And I
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  think, you know, that came up with some really
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  great ideas and, you know, thinking about actionable
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  steps. One of the things I really appreciate
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  about Mangaia is it's a growing group and we
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  have all of the sectors, you know, k12 higher
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  ed and workforce um in the midst so i really
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  just interrupt with min guy is minnesota generative
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  ai alliance yeah sorry acronyms that's okay um
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  so but we have this group of of of people that
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  i think um you know, if we're all passionate
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  and like, we can really help make a movement.
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  And I think we have to. AI is a paradigm shift.
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  And as a 30 -year veteran in educational, in
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  schools, right, I've not seen anything quite
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  like it, and it's moving quickly. And how do
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  we make sure that, you know, our students are
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  competitive in these new environments? Yeah,
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  and Jen, so much of what we did yesterday, because
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  Jeremy and I were in your session that you put
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  on with the different groups that were involved
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  in talking about scenarios. A lot of it was just
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  getting conversations started among different
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  groups or different perspectives. And so if you
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  look at Byron's AI initiative and some of the
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  communication that has to go into just even just
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  your single district, So much talk has been around
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  AI guidelines because many many of us and don't
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  know where to start So what was it that motivated
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  Byron to begin developing generative AI guidelines?
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  Um, I feel the motivation, you know is One of
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  my my skills is futuristic, right? And and seeing
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  what's coming and I wasn't the only one educators
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  were feeling that too. And there was this pivotal
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  moment where academic integrity, they're obviously
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  using artificial intelligence to cheat. But then
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  you see this other side of the coin where there's
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  really some great opportunities. And last spring,
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  or sorry, well, yeah, end of spring, I put it
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  on our district operations plan that, you know,
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  we need to form a task force and we need to,
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  you know, come up with some of these, you know,
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  ideas and documents and really deliverables for
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  the district and guidelines were certainly the
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  main one. And so it just assembled a team, did
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  an all -call to the district, and the high school
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  educators said, hey, I want to be part of this.
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  And I was really happy to have pretty much a
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  high school teacher from each of the different
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  subject areas. So we had a really great cross
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  -pollination of teachers with different needs
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  and ideas. Lots of great dialogue, and we actually
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  even had folks we in our task force. We had folks
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  from Saint Cloud University hop on with us. We
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  had Donna Roper from Saint Saint Cloud Public
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  Schools hop on, who really, in my mind, Saint
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  Cloud kind of pioneered this idea. And yeah,
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  once once we set the ball and rolling, I guess
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  we just came up with the guidelines that we have
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  today, so. I think one of the cool things that
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  as I've looked at some of the work that you have
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  done, and your team has done really, right? You
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  know, you've focused on, you know, preserving
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  these principles like supporting excellence.
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  And one that you definitely touched on is that
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  human agency piece and, you know, holding onto
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  those things that are authentically human or
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  the, the H .I., right, the human intelligence
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  that needs to go along with the artificial intelligence.
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  But what I really liked is how your district
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  has a profile of a graduate, right, and how you've
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  really aligned and meshed. these AI guidelines
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  into the expectations that you have for your
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  graduates when they leave Byron. I gotta move,
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  sorry. Why do you think that was such an important
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  thing to do to be able to link those things together?
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  Well, I will tell you, I am so proud of our district
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  and our profile of a graduate and our profile
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  was established back in 2017 -18, which is That's
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  light years in AI terms. AI is doubling every
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  three, four months or something like that. For
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  us, that was the human competencies. The things
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  that we felt at that time were going to be important
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  for students to go into these really complex
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  economies. Generative AI wasn't even a thing.
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  And so when it, when, you know, Chat GPT was
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  launched in, you know, November of 2022, and
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  it was like a, a woe, woe moment because it was
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  just so powerful. I've never seen anything quite
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  like it. And one of the things that I noticed
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  was that, that The classrooms that we had really
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  embraced the profile of a graduate. And one of
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  the tenets of our profile of graduate is authentic
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  learning. It's the constructivist kind of pedagogical
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  methods. And in those classrooms, even though
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  they weren't using with students yet, I seen
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  the potential of where AI could be a thought
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  partner or, you know, a brainstorm kind of buddy
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  or, you know, really apply and amplify what students
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  were doing. And I think in looking at that, like,
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  whoa, you know, like it was the right work then
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  and it's the right work now. And generative AI
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  just made it come to like, boy, you know, that
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  six years of work is like super critical. And
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  so when we put it in the guidelines, we just
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  wanted to demonstrate and how AI could mesh with
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  the human competencies and really accelerate
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  or amplify the learning experience. So yeah,
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  that's pretty much it in a nutshell. The POG
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  is something that we are really passionate about
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  and how we can continue to mesh it with the other
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  tools and technologies is always important, so.
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  It's funny, you know, you say POG and my brain
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  just says a 90 as a person of the 90s can't.
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  Yeah, can't help. It's another acronym profile.
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  Yeah. But it sounds it sounds much more, you
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  know, 90s rap style of a thing, you know, a little
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  Snoop Dogg or Nate Dogg, all those kind of everybody
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  had pogs. I love pogs. Yeah, or pogs. You know,
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  I was thinking more the rapping thing, but you
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  know, that works. Yeah. So, Jen, I think we had
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  mentioned this to you. But the listeners of the
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  podcast will know that we had just interviewed
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  Leon Fers, who was part of making the AI assessment
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  scale. And he's based out of Australia. And then
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  he's working with Jasper Rowe and Mike Perkins.
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  And they've got a number of papers and things
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  around how they developed the assessment scale.
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  How did what you did at Byron, how did that model
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  shape your thinking? Especially for the student
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  AI usage continuum, you know they had gone from
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  the first iteration to the second. What was it
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  that about that in particular that inspired Byron
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  to implement that model or use it as a basis
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  for your direction? Well, I think when we started,
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  you know, talking about the guidelines, there
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  really wasn't a lot of work with students at
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  all. Um, you know, it was right now, it was awareness
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  with teachers, you know, and I think for us,
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  it was what we needed at that time. And the stoplight
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  just resonated with the educators on the team,
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  you know, being able to be like, you know, we
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  don't want AI and this activity, but this activity,
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  you know, go full bore with that experience.
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  And so where we are right now, I think that's
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  why we selected the first version. It just makes
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  a little more sense as we're building our own
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  literacy, I guess, among staff. And so that's
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  pretty much it. And I think it's just an easy
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  way to quickly identify. But I will say this,
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  our guidelines are going to be a living document.
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  So a year from now, two years from now, as we
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  are moving on and AI is truly the internet of
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  things, right? Because we use the internet all
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  the time in our classrooms, all the time. And
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  so I can see where it's flexible, where we can
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  just, you know, come onto that next phase. But
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  right now that's just where we're at. And we
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  just felt comfortable with that. And that's,
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  yeah. And I think that's okay. That's what I
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  appreciate about Leon having, you know, both
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  of the different models so that people that want
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  to kind of start slow, start slow to go fast,
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  I should say, but start slow that you have that
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  to look forward. Yeah, and I think, too, what
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  he had kind of talked about in our interview
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  with him is that it isn't meant to, you know,
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  keep you in one level. For example, it should
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  be something where if you're designing an assessment,
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  there's a variety of ways that you can approach
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  that. And there may be parts of an assignment
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  that lend themselves more to, say, a no AI level
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  and then some that may be integrated a little
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  bit. It could be part of the same assignment,
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  but maybe different pieces of that same assignment
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  lend themselves to AI use as far as students
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  are concerned. And so I think that's good. Yeah,
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  totally. And I can see that. When we were in
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  the early stages, we hadn't been integrating
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  with students. I could see that, oh, this course
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  is going to be no AI. Well, I don't know if I
• 15:14
  see that anymore. And for right now, teachers
• 15:18
  have the autonomy to make those decisions. But
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  that's where we have the work cut out for demonstrating,
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  showcasing where AI is going in the different
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  disciplines. I appreciate all of the higher ed.
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  educators that are here that, you know, are doing
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  things and in teacher prep even, um, to, to just
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  really get that literacy down. And I think that's
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  where it's evolved. It'll evolve, but I agree.
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  It's going to be flexible. Some things are like,
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  no, this is a human thing. I want to see the
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  human side of the human skills where this is
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  like, you know what, go crazy, do what you got
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  to do to make something awesome. You know, so
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  one of the first conversations that typically
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  comes up with teachers, and I'm going to probably
• 16:04
  assume that this is a conversation that happened
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  with the teachers that are part of the Byron
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  staff too, is that academic integrity piece and
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  the great fear that teachers have that it is
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  just going to be a tool for students to shortcut
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  their learning, you know, or to find a way to.
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  Just take the easy path, right? You know, so
• 16:27
  when you when you think about that, how do you
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  try to get teachers supportive of using AI? Do
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  you think that stoplight framework kind of gives
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  them a little bit of leeway and that helps wrap
• 16:38
  their brain around it? Or do you have the magic
• 16:41
  button that you can push to get teachers to be
• 16:45
  willing to go out and explore and try and? innovate
• 16:48
  and you know and do so in that safe manner don't
• 16:53
  get me wrong but but still to kind of realize
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  that AI can be a tool that can help be that thought
• 17:00
  partner for students, not just that that crutch
• 17:03
  that they're going to rely on too much. Is that
• 17:06
  I don't know. Does that make sense? Yeah, you
• 17:07
  know, I wish I had the answer. You know, I have
• 17:11
  ideas. What's really going to be great is the
• 17:14
  task force that we assembled this summer. We're
• 17:18
  going to create the toolkit. um, to launch the,
• 17:21
  you know, the guidelines. And I think our teachers,
• 17:25
  you know, really need to be the ones to shape
• 17:27
  that. Um, it was interesting. I, I recall a conversation
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  where one of our ELA teachers was it's, she teaches
• 17:35
  a concurrent class. So, you know, students are
• 17:38
  getting college credit for a speech class, I
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  think. And, you know, her conversation with her
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  professor, um, where they were like, no, you
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  can actually use it to brainstorm, you know,
• 17:51
  and come up with really great ideas for speeches
• 17:54
  and storytelling or whatever that was. And I
• 17:57
  think the more conversations our educators have,
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  and the other big piece is, you know, next year,
• 18:04
  the sharing of ideas, I think is going to be
• 18:10
  much more impactful than just, you know, some
• 18:13
  magical silver bullet, because I really feel
• 18:16
  like our educators are the ones that are going
• 18:18
  to have to pave the way. And all we can do is
• 18:21
  just showcase, demonstrate, you know, and support,
• 18:28
  really. And beyond the classroom tools that are
• 18:33
  implemented at Byron, are there things that you're
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  addressing as well just in terms of there's we've
• 18:39
  had so many conversations about the issues in
• 18:42
  AI with ethical issues you know even just with
• 18:46
  the AI itself in terms of bias you know hallucinations
• 18:49
  those have all been big conversation points as
• 18:51
  well what what are how is Byron helping to communicate
• 18:57
  with staff and students about some of those ethical
• 19:00
  or societal issues Yeah, I would say, you know,
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  we've had initial conversations, but it hasn't
• 19:07
  been to scale that we want, right? So with every
• 19:13
  every session that we do, we highlight, you know,
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  here's some things to think about. Personally,
• 19:21
  once we started talking about our guidelines
• 19:24
  and doing some other professional development
• 19:27
  around accommodations and modifications, you
• 19:30
  know, which is something that AI is just great
• 19:32
  for that, coming up with ideas to support students.
• 19:36
  A teacher, an eighth grade teacher, Mark Stangler,
• 19:39
  reached out and said, hey, Jen, I have this project,
• 19:43
  and it's a career research project with eighth
• 19:46
  graders. I'm thinking about integrating AI with
• 19:51
  it. Would you be interested in helping out? And
• 19:54
  I'm like, oh my gosh, 100 % yes. And so we came
• 19:59
  up with some really great ideas. So the research
• 20:02
  project, traditionally, you know, they'd look
• 20:05
  at colleges, what, you know, kind of what, what,
• 20:08
  how do you want to make a living? You know, what's
• 20:10
  your, what's your, you know, like, you want expensive
• 20:13
  homes, or you want to live in an apartment, kind
• 20:15
  of that kind of thing, and then looking for jobs.
• 20:17
  And while he was in one of the sessions, he's
• 20:19
  like, I just prompted it, and it came out with
• 20:22
  the research in like five minutes. So we got
• 20:24
  to think of something different. And so we talked
• 20:28
  about like, okay, well, let's add another component.
• 20:30
  How is AI impacting that job? And what challenges
• 20:35
  are, is that job, you know, trying to solve?
• 20:39
  Because I honestly think the days of what do
• 20:42
  you want to be when you grow up are, are going
• 20:44
  by the wayside because things are evolving so
• 20:47
  quickly. And what problems do you want to solve
• 20:49
  is, is a better question. We also added an AI
• 20:56
  and ethics session and flip the script and I
• 21:02
  modeled like here's academic integrity and then
• 21:05
  I said now for all of you students, here's your
• 21:09
  topic. You have 30 minutes. I want a presentation
• 21:12
  and you're going to teach each other how to how
• 21:14
  to you know about your topic and the kids just.
• 21:19
  lit up. It was so fun. And we did rapid rounds.
• 21:23
  It was like speed dating, but speed PD with students
• 21:27
  around topics like deep fakes, bias, mental health.
• 21:33
  And while it wasn't deep, I would encourage to
• 21:36
  go much deeper in these topics. It was an exposure,
• 21:39
  like using AI to inform, but now I need to figure
• 21:43
  out how to present this so that it's relevant
• 21:45
  to eighth graders, my peers. So that was a great
• 21:49
  project, but that's the work we have to continue
• 21:52
  to do. And that's where I'm going to lean on
• 21:54
  the task force in thinking about bias. Next year,
• 21:59
  we're rolling out AI literacy in the rest of
• 22:04
  the high school, 9th through 12th grade. And
• 22:06
  we're doing it in core classes, like ELA and
• 22:09
  social studies, just because it hits every student.
• 22:13
  And that's my worry, right? This year, eighth
• 22:16
  graders got a heavy dose, but we didn't do anything
• 22:18
  for the seniors leaving. They might know how
• 22:22
  to use it just on their own personal use, but
• 22:24
  it's really interesting when you kind of coach
• 22:27
  and show them some some of these things. So yeah,
• 22:31
  I'm super excited for the teachers to stand up
• 22:34
  and be like, you know, I'm willing to tackle
• 22:36
  this and bias has to be one of those areas when
• 22:41
  we talk about AI and AI literacy. for sure. You
• 22:46
  know, it's what's really cool that I'm hearing
• 22:48
  that you're talking about here and it kind of
• 22:50
  was going to be my follow -up question to this
• 22:52
  too is, you know, and here I'll date, I'll start
• 22:54
  out by dating myself as well. Next fall, I'll
• 22:57
  be starting my 27th year in education. So I'm
• 23:02
  right behind you, but I do have lived through
• 23:04
  many of these different initiatives that have
• 23:07
  come down and this doesn't feel like many of
• 23:10
  those other initiatives that I've lived through
• 23:13
  what you're talking about. It has to do with,
• 23:16
  you know, if someone comes in, they bring this
• 23:18
  great idea, right? And your profile of a graduate
• 23:21
  is this great idea. But if it doesn't follow
• 23:24
  through... you know, you've got the great idea
• 23:27
  if you're not giving people the support they
• 23:28
  need, the training they need, the practical applications
• 23:32
  they need in order to follow through with the
• 23:34
  initiative, with the policy, the guideline, which
• 23:37
  whatever it happens to be, right? And it seems
• 23:40
  like you guys and your team have really made
• 23:43
  a concerted effort to make this applicable and
• 23:46
  find ways that, you know, like you talk about
• 23:50
  the careers project that allows students to be
• 23:53
  able to look, which I think kind of opens up
• 23:54
  a whole new avenue too. And that's a different
• 23:56
  direction for a different time that I've got
• 23:58
  questions about, but we're not going to fit into
• 24:00
  this conversation, but. You know it what other
• 24:05
  things do you think can be done? Or are you planning
• 24:08
  to do to help make sure that you're giving teachers
• 24:11
  professional development and also You know the
• 24:14
  the actual hands -on experience to the students
• 24:16
  well one of the things that I really appreciate
• 24:18
  first of all the profile of graduate that was
• 24:21
  a hand all hands on deck kind of thing administrators
• 24:24
  teachers instructional teams, you know and I
• 24:29
  think that's why it's so ingrained. It wasn't
• 24:34
  just another thing. It wasn't just another thing
• 24:37
  we're going to put on our wall, right? Like we
• 24:39
  had to have deliverables every year going to
• 24:42
  the board to show like what we're doing. So that's
• 24:45
  why it's super important. It's still not perfect,
• 24:49
  don't get me wrong, but I feel the work that's
• 24:51
  been done by all of the staff back home is incredible.
• 24:55
  And as I reflect five, six, seven years of where
• 24:58
  we were, which was more traditional to where
• 25:00
  we are today with these really rich experiences,
• 25:05
  it brings goosebumps. But having that foundation,
• 25:10
  right? So having the pedagogical foundation of
• 25:13
  deep learning, meaningful experiences. And by
• 25:17
  the way, there's still, you know, traditional
• 25:19
  things that we need. Direct instruction isn't
• 25:21
  by the wayside. We still need director instruction.
• 25:24
  Quizzes are great for formative assessment. Like
• 25:25
  all those things still matter, but they're not
• 25:28
  our end game. We got to think about the end game
• 25:30
  in when we look at our standards. So that foundation.
• 25:35
  of our profile of a graduate is going to just
• 25:38
  lead to some amazing innovation. And I can't
• 25:41
  tell you what it looks like because I haven't
• 25:43
  met with our team and our team are the ones that
• 25:46
  we have talked about. But one of the things in
• 25:48
  our guidelines was district responsibilities.
• 25:51
  And so each of the administrators, each of the
• 25:54
  buildings have carved specific time throughout
• 25:57
  their schedule, you know, so that we can lean
• 26:02
  in when we need to about these, because it's
• 26:05
  not not a one and done. Um, and so the conversations
• 26:08
  and opportunity to see each other's work and,
• 26:11
  and ideas I think is super important. So, um,
• 26:15
  that professional development is going to be,
• 26:17
  yeah, it's going to be great. We also had ideas.
• 26:20
  Um, just one more is finding, um, finding professionals
• 26:26
  in the workforce and how AI is transforming.
• 26:29
  Um, because we did, you know, that's you know,
• 26:32
  what like what does work look like? Our whole
• 26:34
  goal is, you know, we have certain skills that
• 26:36
  we want to have for students. But what does the
• 26:39
  world of work look like? And listening to Mayo
• 26:42
  Clinic yesterday, you know, just their teaching
• 26:44
  and learning and how they're shifting things
• 26:47
  is is just incredible. So I'd love to have that
• 26:51
  idea of having some panelists of, you know, folks
• 26:56
  from different industries come and just talk
• 26:59
  to us about what things, how artificial intelligence
• 27:03
  is changing the way they do work. So we'll see
• 27:06
  if that happens. I'm hoping, hopefully it will.
• 27:10
  And going off that a little bit, you had mentioned
• 27:12
  earlier that the guidelines that came out, all
• 27:17
  of it is contingent upon conversations with various
• 27:20
  people within the district. And so with that,
• 27:25
  do you have some methods in which you would like
• 27:27
  to see the conversations continue or just more
• 27:32
  getting getting data back from those within the
• 27:35
  district, collecting feedback over time as we
• 27:38
  move into the years down the road. What is your
• 27:41
  thoughts there? Well, we consistently, you know,
• 27:45
  every session that we do, we do exit tickets
• 27:47
  just to kind of, you know, get a feeling for,
• 27:51
  you know, how people. um, are feeling about,
• 27:54
  you know, the tools and, and I just love that
• 27:57
  because if there are challenges, like, you know,
• 28:00
  you can kind of tackle that the next time or
• 28:03
  have that conversation with that, um, PLC or
• 28:07
  grade level. Um, so definitely, you know, feedback
• 28:11
  loops are a significant, um, portion of this.
• 28:15
  Um, At this first round, we didn't have students
• 28:19
  on our task force. We want to expand our task
• 28:22
  force to include students and potentially workforce
• 28:25
  folks. So. feedback from students is going to
• 28:31
  be important. We had talked about, you know,
• 28:34
  doing students interviews. We do surveys, right?
• 28:39
  Surveys are great, but I tell you, doing empathy
• 28:42
  interviews, you can get really deep into, you
• 28:45
  know, like what are the issues, if any, or what
• 28:47
  are the celebrations? That's the fun thing. And
• 28:50
  it's, you know, typing, you know. is just different.
• 28:54
  I suppose you could use AI, but I think those
• 28:56
  empathy interviews, which is a design thinking
• 28:58
  strategy, like, you know, based on humans, like
• 29:02
  how you feeling, you know, what are you excited
• 29:03
  about? What's your what's what's the challenge
• 29:06
  of the day? And then bringing that back to the
• 29:09
  team to address. Right. So as we start to think
• 29:14
  about, you know, many districts are wanting to
• 29:16
  pursue or to start moving the needle on the AI
• 29:21
  guidance and AI policies for their districts.
• 29:24
  And having gone through this with your team,
• 29:27
  what sort of advice would you give to schools
• 29:29
  that are just starting out on their journey of
• 29:33
  acceptable use of generative AI? I would say
• 29:37
  make the journey very visible. Um, our whole
• 29:42
  high school and secondary, well, the whole district
• 29:45
  knew, but we know that secondary is where kids
• 29:48
  are, you know, starting to utilize AI, even though
• 29:51
  I was, I hear fourth graders talking about talking
• 29:54
  to Siri or talking to Alexa and Alexa just got
• 29:57
  a huge upgrade, by the way. She's just a little
• 30:00
  bit smarter. Um, so having those conversations
• 30:05
  and broadening those conversations, you know,
• 30:09
  I think. for us having a teacher from each PLC
• 30:13
  at the table, and then they can go back and have
• 30:16
  the conversations with the rest of the members.
• 30:20
  Just opening it up, I think, is very valuable.
• 30:25
  So I would say I would never have just four or
• 30:28
  five people in a room create the guidelines without
• 30:31
  feedback or anything from the staff. Open it
• 30:36
  up so you know you can get people on on board
• 30:39
  to help you know guide that because I think some
• 30:45
  so many times things feel very top down and we
• 30:47
  need to be work partners with our teachers. Because
• 30:51
  you know they're they're in the they're in the
• 30:53
  trenches and they're the ones that are seeing
• 30:56
  the possibilities and the challenges and having
• 30:59
  those conversations and sometimes they're hard
• 31:01
  conversations, but. Yeah, so that just make it
• 31:05
  very transparent and invite people to the party
• 31:08
  Right Jen, could you tell us a little bit for
• 31:14
  the listeners? Can you tell us where they can
• 31:16
  go to find some of Byron's work? That's been
• 31:18
  done Maybe looking at the guidelines or and also
• 31:22
  just you know, your social media is things to
• 31:24
  connect with you as well Yeah, I share a lot
• 31:28
  about artificial intelligence and kind of our
• 31:30
  journey and my journey as a tech director on
• 31:33
  LinkedIn. And that's at Jen Hegna. I am on Twitter,
• 31:37
  but I think LinkedIn is, is, you know, has become
• 31:40
  kind of the new professional path for learning
• 31:44
  from one another. So definitely if you want to
• 31:48
  connect there, we are going to publish the guidelines
• 31:52
  under the technology department on our website.
• 31:55
  And if anybody like it, it's just not quite visible
• 31:59
  yet, but we need to make it more visible. So
• 32:02
  it'll be on our tech website as well as under
• 32:05
  our academic tab, I think on our website, bears
• 32:13
  .byron .k12 .mn .us. One thing to note too, is
• 32:17
  we did get feedback from our parents and the
• 32:21
  guidelines are going to go into the student handbooks
• 32:25
  for secondary schools next year too. So that
• 32:28
  they have access, you know, they've seen it,
• 32:30
  they've reviewed it. But yeah, I would go to
• 32:34
  buyers .byron .k12 .amend .us, find the technology
• 32:38
  department, you'll find them there. And I think
• 32:40
  we can definitely put a link to that as well
• 32:43
  in the description. Yeah, I'd be happy to share
• 32:45
  the guidelines. And this work, like I said, was
• 32:48
  St. Cloud piloted this work the year before.
• 32:55
  And we looked at their work. We're thankful that
• 32:58
  they put a Creative Commons license on it so
• 33:00
  that we could freely adapt it. We've got a Creative
• 33:03
  Commons license on ours. So for those districts
• 33:06
  out there that wanna just look and see and, you
• 33:09
  know, mess around with some of the wording or,
• 33:11
  you know, copy paste, whatever, you know, we're
• 33:14
  all working on this together. So take what you
• 33:17
  need. Yeah, I love the shareability that that
• 33:21
  you guys have definitely put into this as well.
• 33:24
  But Jen, we just are so grateful for your time,
• 33:26
  and we really appreciate you carving out part
• 33:30
  of your conference schedule to join us today.
• 33:33
  And we look forward to connecting you connecting
• 33:35
  with you more here. Well, for the rest of the
• 33:38
  day today, but then hopefully it continues down
• 33:42
  the road as well. So Yeah, maybe next year when
• 33:45
  we roll out our first year of it, what does it
• 33:47
  look like? Yeah, a year later. I love it. All
• 33:50
  right. Well, thank you very much and I hope you
• 33:52
  have a great conference. Thanks, Jen. Thank you,
• 33:55
  everyone.