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Building Capacity: AI Literacy at the A.I.D.E. Symposium · Integrate This! Ed Tech Podcast

0:00
Welcome to Integrate This, your go -to edtech
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podcast where curiosity meets classroom innovation.
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Join your hosts, David Berner and Jeremy Mikla,
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as we explore the rapidly evolving world of educational
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technology. From game -changing tools to insightful
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conversations with today's top edtech voices,
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we're here to help educators stay informed, inspired,
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and ready to innovate. So tune in, level up,
0:25
and let's integrate this. Hello. Welcome to the
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Integrate This EdTech podcast. I'm David Berner,
0:34
joined with my co -host here, Jeremy Mikla, and
0:38
hopefully you were able to get some lunch that
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we provided for you free of charge. Just make
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sure you submit your receipts for reimbursement.
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I have to give credit to Jeremy for that line.
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He gave me that one as we came back from the
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lunch break. Jeremy, how you doing? I'm doing
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great, David. You know, first off, I think it's
1:01
been a great start to the symposium so far. I
1:04
think all of you at SWWC that helped put this
1:07
on really deserve a big huge round of applause
1:12
and really appreciative of you providing this
1:16
space to. Be able to discuss some of these important
1:19
topics re revolving around this concept of AI
1:22
and education and I I'm excited for the ones
1:25
to come after this too. So thank you to all the
1:28
presenters because it sure made this a valuable
1:31
experience so far. Yep, we're just a footnote,
1:34
right? We just we're just talking about one thing
1:37
here and doing our podcast. So yeah, but that's
1:41
OK. Yeah, so what we actually want to do is if
1:45
we could, we want to do a little bit of interaction.
1:47
So if you could in the Q &A here, I'm just going
1:52
to put a question. And if you want to respond
1:54
to this question the best you can, what is the
1:57
difference between AI and gen AI? Because we
2:04
kind of been using them interchangeably a little
2:07
bit. So I'm going to post that in the Q &A and
2:10
go ahead and. Answer that question. I'll pin
2:14
it at the top here. I will bring the resources
2:18
back up. But we're going to pin what is the difference
2:22
between AI and gen AI. We want to see if anybody
2:26
could answer that question. Or answer it better
2:30
than we can and then we'll just steal your answer
2:32
and we'll we'll we'll run with it, right? Exactly.
2:37
See if we get any. Coming into the chat. Maybe
2:44
the better question to start off with then what
2:46
did you have for lunch? Okay, we got a first
2:53
response there so far a AI is specifically built
2:57
models for a task gen AI are based on LL M's
3:05
Generative you definitely mean generative generative.
3:08
Yep. Great question. Great question Kimberly
3:13
Shelly says the difference is Jen. The difference
3:16
is Jen. There is no Jen in AI. Perfect. Good
3:22
question. And I feel like I fall victim to this
3:29
too, because like a lot of times I'll be talking
3:31
about an AI tool or something. See, it's just
3:33
there. It's like a Jen AI tool. Not to give it
3:37
too much away, but. I always do that Mac and
3:42
cheese. That's a great. That's a great lunch.
3:45
It's a great lunch. Yeah, I think it's just,
3:50
you know, I think we fall victim to it because
3:52
it's just kind of a shorthand. You know, I think
3:54
in our own brain we know we mean gen AI, but
3:57
we just say AI. But you know, it's a misnomer.
4:01
It's a little inaccurate here, especially when
4:03
we when we want to frame the conversations around
4:06
education, because I think we definitely are
4:08
mostly referring about. the generative one. Not
4:11
to be confused with a one sauce. Yes. It's different
4:15
from AI. Education secretaries might point out
4:19
for you, you know. OK, well, so we get we do
4:25
have some responses in here. And. So one of the
4:32
things we want to get into it here, Jeremy. Yeah,
4:35
I'm going to. Pick the right window. Do you have
4:45
to add the window? I do. There it is. All right.
4:51
Okay, perfect. Thanks for joining. I think David
4:55
and I didn't mean to cut you off there, bud.
4:57
But you know what we're going to try to do here
5:00
for the next 25 minutes or so that we have is
5:03
to kind of bend the conversation towards a topic
5:06
that has come up a couple of different times
5:08
already from presenters and in the panel. And
5:11
it's this topic of AI literacy. And so David
5:14
and I want to kind of tackle that part of it
5:17
here and maybe begin with a little bit of some
5:21
foundational things as it. relates to our conversation
5:26
here, so that we all start off on the same page.
5:31
Yeah, so just to start off too, I mean, one of
5:34
the things that you'll see later on, there's
5:36
a graphic that basically separates AI from gen
5:40
AI. So we'll get a little bit more into that.
5:42
But if we're talking just about artificial intelligence
5:45
as a concept, It's actually would be classified
5:49
as a science. AI is a science. Gen AI, as we
5:53
have progressed over the last few decades here,
5:56
is really getting into these large language models
6:00
and the tools that are used, generative AI and
6:04
referring to the text. So literacy, the AI literacy
6:12
is extremely essential. I think you can kind
6:15
of gather that from the conversations that have
6:18
been had so far. AI isn't going away. So the
6:23
natural thing to do is to learn about AI. So
6:28
when we talk about AI literacy, what we are really
6:31
meaning is the knowledge, skills, and competencies
6:34
needed to safely use and understand artificial
6:39
intelligence. And then look at, and we're gonna
6:42
do this in our talk, is what are the implications
6:45
and limitations and ethical considerations for
6:49
AI? Those are things that when we talk about
6:51
AI, a lot of it is creating awareness and understanding
6:56
around AI and its use. One thing we wanna make
6:59
sure that we don't say is. AI literacy doesn't
7:03
mean that you're just automatically proficient
7:06
in AI use. It means that you're aware of some
7:10
of the things that are involved in AI and the
7:12
pitfalls therein, and the positives as well,
7:16
right? So what would we like to see schools start
7:21
to approach in terms of AI literacy? What is
7:26
foundational and so one of the things that a
7:29
lot of conversations that I've been having recently
7:30
is it should start at the leadership at a district
7:35
and there are so many areas where AI is going
7:40
to impact and I think it's really important to
7:43
distinguish. An Ed Tech tool from. It is not.
7:49
It's not another Ed Tech tool, and I think that
7:52
sometimes with the release of, you know, really
7:54
great tools like magic school AI or school AI,
7:57
which I know Jeremy is doing a bit on school
7:59
AI later today. We shouldn't confuse that with
8:03
an Ed Tech tool. We have to really from a leadership
8:06
standpoint in a district. They should understand
8:08
that. AI has implications in every facet of a
8:14
district in every. Domain and so it's important
8:18
to create understanding around that so that in
8:21
a staff at a district leadership should be gathering
8:25
a group together. to create understanding around
8:29
AI, and that's where the AI literacy comes in,
8:32
right? So it's awareness and understanding. And
8:36
then from there, what we would want to do is
8:38
create common language around AI, right? And
8:41
actually, this kind of falls in line with what
8:43
we were just doing as that first exercise, because
8:46
it's like AI and gen AI, right? I'm using them
8:50
interchangeably. So it's important as you're
8:52
having conversations at your district to everybody
8:55
be on the same page and have a shared common
8:58
language when you're communicating about these
9:00
things and making decisions around them. And
9:03
then really, from there, if you have that common
9:08
language, you have that team, it's about building
9:11
capacity outward. So it may start at the leadership.
9:16
It may trickle into creating a team. A lot of
9:20
times you'll hear it referred to as a cross functional
9:22
team, and that's the idea of getting a bunch
9:24
of different people from a district involved
9:26
in the conversation. People who are in various
9:29
disciplines, people who like AI, people who hate
9:32
AI right and are worried about AI. I think those
9:35
are all important people to include, but the
9:38
idea is that you should have a shared understanding
9:39
as a team so that when any staff or student that
9:43
comes to you, you will be able to answer. Effectively,
9:47
what? What that is and what it means for your
9:50
district and then the idea would be to expand
9:54
that out. So then the shared understanding grows
9:56
from the team to the entire staff and to the
10:00
students and that's in terms of their knowledge
10:02
about it and what the district deems as acceptable
10:05
versus unacceptable use. I think those are all
10:07
things that would be part of this conversation.
10:13
Yeah, for sure. I don't think any of us are going
10:17
to be experts at using any sort of AI or generative
10:21
AI. And that's also where that idea of capacity
10:26
building kind of comes into place too, right?
10:28
It's just taking from where you are and moving
10:31
to that next point. And I think Matt talked a
10:34
lot about the future of education is going to
10:38
need to be based around curiosity. And so I think
10:41
that that curiosity needs to play a role too,
10:44
and always being able to ask questions about
10:46
it. So what do we mean here then? Well, as we
10:49
pull it back to the Q &A that we asked you to
10:52
begin this session with, you know the difference
10:55
between AI and gen AI or generative AI. And I
11:00
know David touched on this here a little bit,
11:02
but they all fall underneath that branch of like
11:05
a computer science, right? That artificial intelligence
11:08
and you can kind of think of that as being that
11:10
outermost circle that's there and then within
11:13
that area of artificial intelligence. breaks
11:16
it down into some smaller chunks that still fit
11:20
within there. You have the machine learning that
11:22
takes place and the deep learning. And then finally
11:24
you get to that smaller circle that's near the
11:27
bottom of that of that graphic there. And that's
11:30
what we mean by generative AI. So these are going
11:33
to be the AI tools that are going to help create.
11:37
something or generate something, whether it's
11:40
text or images, it could be video and audio or
11:44
code. You know, think like chat GPT writing a
11:48
story thinking about using Dolly or an image
11:51
generation program to make a custom made graphic
11:56
or image that you want to be able to use in a
11:59
presentation that's going to depict more accurately
12:01
than doing a Google image search. Whereas AI
12:05
is going to be that tech that tries to mimic
12:08
human decision making, you know, things that
12:10
give you recommendations, for example, on Spotify
12:13
or they help direct you in an unfamiliar city
12:19
when you're trying to get to some restaurant
12:21
and you type in the name of the restaurant and
12:24
your Maps app takes you there and then reroutes
12:27
you because, you know, it found you might save
12:29
five minutes from traffic or whatever if you
12:33
take the other route. But it is really important
12:36
and I think you know David definitely touched
12:38
on that as part of that common language and understanding
12:41
that there is a distinction between the two and
12:44
I think as we focus more and more on the uses
12:46
of generative AI and education that we really
12:50
kind of focus around that term and I know it's
12:53
a difficult one to kind of continue to remind
12:56
yourself just to talk about but it's also pretty
12:58
important. Okay, so this is a definition that
13:07
could be used. So if you're looking at what is
13:11
AI literacy, it's understanding what AI is and
13:14
what it isn't, using AI tools safely, ethically,
13:18
and effectively, and being able to evaluate risks,
13:21
benefits, and implications, teaching students
13:23
how to think critically in an AI world. And that's
13:27
something too that we'll come up in a little
13:28
bit here, but just keeping the critical thinking
13:32
and human aspect at the front, and this will
13:37
all kind of be part of this AI literacy definition
13:40
here. Right, so as we start to think about the
13:47
use of AI in the classroom, and it's really nice
13:51
coming on on the heels, I think of Mikel's presentation.
13:55
You know, what are the things that we're worried
13:57
about here? So David's going to drop this question
14:00
into the Q &A and we'd love to have you respond.
14:04
We threw a few ideas out here, but there are
14:06
definitely many others. If one of these jumps
14:09
out at you and you want to add it to your response
14:12
in the Q &A, we would love to see if we get an
14:15
accumulation of something that is more prevalent
14:18
on people's minds right now than others. Or if
14:21
there's something that you would like to throw
14:23
out there, we would love to see. What is really
14:26
worried about you? Let's name those fears right
14:28
now so that we can move forward. Yeah, and I
14:32
would say too, like these might. This is not
14:34
an exhaustive list, but it might even include
14:36
things specific to your role. Things that impact
14:40
your role more. So while you know all of these
14:43
could be concerning things, is there anything
14:45
that? You're thinking about in terms of your
14:47
role that it's like has an instant impact and
14:50
there's already been conversations around. I
14:52
think I think that would be important to point
14:54
out as well. So go ahead and in the chat in the
14:58
Q &A if you haven't yet, what are you worried
15:00
about? OK, so you have a couple coming in. So
15:05
AI helps us as much as it helps the bad guys
15:07
regarding data security. Very true, right? Data
15:11
privacy huge issue and even issues around. with
15:16
the tools that have been meeting some of the
15:18
data privacy requirements, right? We still know
15:20
that there are large language models. The bigger
15:23
ones are underneath those, and so there's still
15:25
some questions there as to what is actually impacted.
15:30
And I can reference a little bit. Eli has a data
15:32
privacy vetting tool session right after us,
15:34
so that'll be very helpful as well. Some other
15:37
ones. I think that as educators there is this
15:40
is from Amy Paul as. There is a worry that students
15:44
are performing but are not learning the content,
15:47
right? And I take that to mean, you know, they're
15:50
just going through the motions almost, right?
15:52
Is that kind of one way you would think of it,
15:54
Jeremy? Oh, oh, definitely. You know, finding
15:57
the path of least resistance, you know? Yep,
16:00
yeah. And I see Amy Notch. Hi Amy. Talks about
16:04
deep fakes and misinformation and worried about,
16:08
you know, that being spread as if it were the
16:11
truth and that, you know, how do we remain curious
16:14
at the same time as human beings? Yeah, I think,
16:18
you know, in my mind I think that whole idea
16:21
of, you know, AI literacy, which we're focusing
16:24
on here. Definitely has lots of crossovers with
16:29
media literacy and news literacy and and even
16:32
digital literacy if we want to talk about in
16:34
all encompassing things and I think those definitely
16:37
need to be part of that conversation too. Yeah,
16:41
and if I could point out a couple more here,
16:42
there are some where it's teachers are afraid
16:45
of students not gaining the skills of the writing
16:47
process. Teachers are worried about kids cheating.
16:52
the habits of using AI to be the answer for all
16:55
or to constantly be an easy button. I think all
16:59
of those lend themselves to those in our chat
17:04
being concerned about the human element of this.
17:07
And one that really resonates with me actually
17:08
is from Rochelle, humans losing their creativity
17:12
in making their own content, which I think is
17:14
a huge thing because I still firmly believe,
17:16
and this is just my own thoughts, but I still
17:18
firmly believe that if You and I were to take
17:22
the same concept and make something, make a presentation
17:27
around it, right? The way that we go about that
17:29
is very unique, right? And so sometimes one of
17:33
my worries is that AI with it mashing everything
17:36
together, I know it will give different presentations
17:40
out or papers out and things like that, even
17:42
if you copy and paste the same prompt. But I
17:45
do worry about the human element of that, where
17:49
there is something unique about a person using
17:52
it. So to me, I think we have to lean much more
17:54
heavily into the partnership with AI, using it
17:58
to enhance our human creativity, as opposed to
18:02
thwarting it, right? Exactly. And basically denying
18:05
it. One other one here, Sean, I'm I'm worried
18:09
about the vision that this can replace teachers
18:11
and the economics of school will mean that there
18:14
is a belief teachers are too expensive. That's
18:17
another great point and and one with humans at
18:20
the center again, right? Absolutely, and we're
18:25
not trying to minimize any of these concerns.
18:26
They're all really, really valid. Just in the
18:29
interest of time, we kind of need to move on
18:30
a little bit. So if we didn't address yours,
18:32
it's not that we didn't think yours was important.
18:35
It definitely is. But you know when it when it
18:39
comes to I think a lot of teachers classrooms
18:41
teachers fears and I know Matt address this in
18:44
his keynote as well and I know your panelists
18:46
all talked about it. You know Chris talked about
18:50
it. The English Department being the first ones
18:52
that were concerned about the use of generative
18:56
AI in their classes being about cheating about
19:00
plagiarism going against the academic integrity
19:03
of the school. But you know there are many other
19:07
concerns and I think a lot of them came up here
19:10
in the ones that you guys all added into the
19:13
chat. They talked about deep fakes. Misinformation
19:16
was part of that. The cognitive offload was definitely
19:20
part of that. David, I know you touched on that
19:22
creativity part of it as well. artificial intimacy
19:26
that Michael just covered? Yeah, exactly. And
19:31
bias is another one that also concerns me. And
19:35
I did jot down a quote from Matt's keynote, and
19:39
I even highlighted it in my notes. It's AI bias
19:43
is really human bias, right? And so, you know,
19:46
are we ever going to eliminate that human bias?
19:49
I don't think that's Even possible. So I don't
19:53
think it because and because our AI systems are
19:56
all trained on data Created by humans at least
20:00
up until this point the products that our generative
20:04
AI is going to spit back at us is going to be
20:07
a reflection of that, which means it's also a
20:09
reflection of those biases that we have. So I
20:13
think just like we're cognizant when we have
20:15
interactions and discussions with others of what
20:18
their biases might be, I think we also need to
20:20
acknowledge the artificial intelligence bias
20:23
as well. All right. So this is You can see, and
20:31
this is actually we have to give credit here
20:33
to AI for education. Amanda Bickerstaff. This
20:36
is one of their graphics that they use, and this
20:39
touches on all those elements of AI literacy.
20:42
And so if we could just kind of go through them
20:44
briefly, you're looking at what they their model
20:48
is called C, right? So safely, ethically, and
20:52
effectively. So when you look at safety, it's
20:55
a lot of those things that we're talking about
20:57
with protecting student data. evaluating as best
21:01
as best we can the risks of AI tools and then
21:05
maintaining a healthy balance of AI human interactions.
21:09
The second one ethically and this this actually
21:12
touches on you know again what people were putting
21:15
in the chat maintaining academic integrity what
21:18
are the ways that we can go about that and a
21:21
lot of this again is going to require districts
21:25
having in -house conversations around these things.
21:28
Awareness of AIs, other ethical issues, and then
21:31
adopt a do no harm mindset. So again, center
21:35
people, right? Effectively, centering human originality
21:40
and using best fit tools. So not just using tools
21:43
again for the sake of using a tool, but does
21:47
it actually fit and assist in enhancing. what
21:51
you're trying to produce while keeping human
21:53
originality at the center. And then there's prompting
21:56
strategies, which are important in education,
21:59
particularly for, you know, I find this very
22:01
useful for teachers that have not interacted
22:04
with AI before, but giving them some sort of
22:06
template, a prompting template to work with so
22:09
that they can get the most out of it and then
22:12
evaluate it from there and refine those outputs.
22:17
So we're going to take a look at each one of
22:20
these letters of the C in a little bit more detail
22:23
given the time constraints we have though. So
22:26
it's going to be around the high overview part
22:28
of it right here, right? The idea is to take
22:31
what's. presented here and bring it back and
22:34
have those conversations with your leadership
22:36
and then with your teams and trickling down from
22:40
there. But the first letter here, and I think
22:43
it's an important part that, you know, and to
22:45
me, I think of like the Blooms hierarchy type
22:49
stuff and the Maslow's where you've got to start
22:52
with. You know you feel safe and secure, and
22:54
I think that's true with using. our gen AI as
22:58
well, is that we need to make sure that we're
23:01
being hyper conscious about protecting student
23:05
data, reminding them of the digital footprints
23:07
that they leave. So it really ties in that digital
23:10
citizenship piece to it here as well. Reading
23:13
the terms of service and privacy policies. I
23:16
know that it says yes really, but you know AI
23:19
can also. Gen .ai can also help you break down
23:23
some of those. There are some tools out there
23:26
that can help evaluate what some of those privacy
23:29
policies really say in terms of service. I know
23:33
one of those platforms in Minnesota that SWWC
23:37
uses is the Learn platform, and I know that is
23:42
a good tool to turn to and look for. Is this
23:46
not just AI tool, but really any EdTech tool
23:49
meeting the standards that we have within our
23:53
state and within our country for keeping our
23:55
children safe? Knowing where data is stored,
23:58
who has access to it, and also preparing. people
24:02
for things that are going to happen like deep
24:05
fakes and misinformation, which again to me brings
24:08
back those other types of literacy pieces. And
24:11
you know, I think have an intention for using
24:14
the tools that you use. Don't just follow the
24:17
hype of the newest, greatest tool that's out
24:19
there. You know, remember, stick to your tried
24:22
and true teaching practices and use AI or generative
24:25
AI to enhance what it is that you're doing so
24:29
it elevates that learning or it. it improves
24:31
that instruction. Yep, and then ethically model
24:39
AI transparency. This is so this is one thing
24:42
that is talked about a lot as well is being being
24:46
transparent about when you're using it both.
24:48
I would say both from the professional or teacher
24:51
standpoint or administrator as well. But setting
24:55
the example of so you know, let's say that you
24:58
use it as a teacher. for a lesson and you're
25:02
delivering that lesson to your students, then
25:04
we would recommend, you know, putting in there
25:07
somewhere that this was used and in what way,
25:10
right? And then that creates the AI transparency
25:13
sets an example. And then when you have students.
25:17
interacting with it as well, teaching them how
25:19
to cite those things, you know, put that in there
25:22
that you had it help you generate that outline
25:25
for your paper that you're going to write, right?
25:27
Those type of things. And that will help the
25:30
academic integrity conversation as you move through
25:33
that. But setting a good example, to the students
25:37
by our own use is going to be extremely important
25:40
because so much of it and this this goes back
25:42
to our conversation with matt and our podcast
25:44
it's like you know the the whole idea of like
25:47
a teacher saying like oh i can use it for my
25:50
you know for myself for my profession but you
25:52
can't use it you know it's it those become harder
25:54
yeah yeah those become very hard if that's the
25:58
stance you're going to take because um it's hypocritical
26:01
right i mean it's like you're using it but it's
26:03
just it's a matter of not that you're using it,
26:07
but in what way and having conversations about
26:09
what way you're using it. So foster fostering
26:13
those practices and prioritizing how to use these
26:17
things and using that do no harm principle. Use
26:20
it in a in a good way that will aid you in showing
26:24
how that's done as a as an educator. And then
26:29
the final E of that C is effectively. I touched
26:32
on this just a moment ago here. I probably could
26:34
have waited till I showed this slide, but it
26:36
was just kind of fresh in my mind that you've
26:38
always got to start with that learning goal.
26:40
That's just best instructional teaching practices
26:43
or aligning it to your standards and and go from
26:46
there. Then find the tools that are going to
26:49
best be suited to that particular lesson or that
26:52
particular group of students, because we all
26:54
know that not all students and all classes are
26:57
going to. receive the content most effectively
27:00
through the same manner. So be ready to be flexible,
27:05
be ready to adapt, and I think that's all part
27:07
of it as well. Teaching students how to effectively.
27:11
prompt, reflect, and iterate, I think is super
27:15
important. I know one of the acronyms that I
27:18
like to use when I first introduced prompting
27:20
to a group is the CREATE, which stands for context,
27:24
role, end goal, audience, tasks, and examples.
27:27
And not that I start there when I create prompts
27:31
myself, but as I look back on my prompt, as I'm
27:33
typing it, I am conscious. Am I giving it the
27:38
background information that it's going to generate
27:41
the best response for me? Am I telling it that
27:45
I want you to be, you know, an expert gourmet
27:47
chef or do I want you to be like, you know, grandma's,
27:53
you know, you're cooking in grandma's kitchen
27:54
or something? And then, you know, what are the
27:58
steps that you need to take and any examples
27:59
that you can provide it as well are also super
28:02
important. And I think all throughout this, if
28:05
you don't get what you want, you iterate. And
28:08
I think that is kind of something that needs
28:11
to be stressed here too, to be an effective user
28:14
of AI. I was doing a task earlier today and I
28:18
had to say, stop, you're going down the wrong
28:20
path, let's start over and start fresh. And then
28:23
I got the stuff that I wanted when we tried it
28:24
the second time through, right? Yep. And then
28:30
the other thing is just building a supportive
28:32
culture, which we talked about. And I think It's
28:36
going to be very hard to do that if you don't
28:38
first have leadership starting to build a team
28:42
to have conversations. It's really hard to have
28:46
culture if there's no conversations happening
28:48
because that's where it leads to. In some cases
28:51
where you've got some teachers using this and
28:54
some teachers using that, it's this tool and
28:57
that tool, but there's no foundational concepts
28:59
that have been established to foster. you know,
29:03
a supportive culture or, you know, have building
29:07
capacity out through the district if everybody's
29:09
kind of doing their own thing. It's not that
29:11
there can't be some difference in tool use, but
29:14
you should start at the foundations so that whatever
29:17
tool a teacher might go to, there's foundational
29:20
concepts that have been laid about what we've
29:23
been talking about. Safe use. ethical use and
29:26
effective use. Those things would be a part of
29:29
that in creating that culture. That's going to
29:31
be very important. So we would love to continue
29:36
this conversation and I think one way that you
29:39
can help continue that conversation with us is
29:42
definitely join us and listen to our podcast.
29:46
So I'm sure David will share some resources,
29:49
the links where you can find us. Yeah, yeah,
29:54
you can you can find us on well, we're on YouTube
29:56
We do a lot of tutorials on YouTube if you're
29:58
interested in checking us out there integrate
30:00
this edtech podcast But we also are on Apple
30:03
podcast and Spotify now and there's a little
30:06
bit of a difference there We can't really do
30:08
our tutorials on on those platforms because you
30:11
can't really see them And so we we have some
30:15
really great podcasts coming up of the audio
30:18
form Jeremy and I have conversations on there,
30:21
but Matt Miller, our conversation with Matt is
30:24
on there already. Have a great one with Manuel
30:27
Herrera as well. And then we have some great
30:30
guests coming up. Eric Kurtz is coming out very
30:35
soon. We are interviewing Eric next week and
30:37
we'll have that interview out on the podcast.
30:41
Leon Firs, the creator of the AI Assessment Scale.
30:45
Monica Burns is gonna join us. Amanda Bickerstaff
30:48
and I'm missing one. I had one other one. I don't
30:53
have to list in front of me. It's going to be
30:56
a great summer. David and I are super excited
30:58
just to meet these people, really. But then to
31:02
be able to share out to a larger audience is
31:06
really what excites me about it.