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Local Control Shared Support · Azadeh and Guy on AI

0:01
SPEAKER_00: Hi and welcome to Azadeh and Guy.
0:05
SPEAKER_00: And today we have Andrew Easton and Nick Ziegler with us from different ESUs around the state.
0:13
SPEAKER_00: So please introduce yourself, Nick, first.
0:17
SPEAKER_03: Sure, I'll start.
0:18
SPEAKER_03: I'm at ESU5.
0:19
SPEAKER_03: There are 17 different ESUs around the state.
0:23
SPEAKER_03: ESU5 is located in Beatrice, Nebraska.
0:27
SPEAKER_03: There I'm the EdTech Specialist.
0:29
SPEAKER_03: I'm also the World Language Coordinator among a few other hats that we like to put
0:34
SPEAKER_03: on from time to time.
0:36
SPEAKER_03: Andrew.
0:37
SPEAKER_02: Yeah, and I'm Andrew Easton.
0:38
SPEAKER_02: I work with the ESU Coordinating Council,
0:40
SPEAKER_02: and so I work as the Chief Learning Officer in a capacity where I try
0:45
SPEAKER_02: to coordinate efforts with our 17 ESUs when and where it makes sense and
0:50
SPEAKER_02: with our personnel, according to, well, a lot of factors, really.
0:53
SPEAKER_02: But there's a few of us that get the opportunity to do that,
0:57
SPEAKER_02: and it's been a real joy and happy to connect today.
1:00
SPEAKER_02: Thanks for the invitation.
1:02
SPEAKER_00: Absolutely.
1:03
SPEAKER_00: And you're both working on many things.
1:07
SPEAKER_00: So Nick, you talked about word language and you're doing a lot.
1:14
SPEAKER_00: So the first thing that I want to hear, because you have your ear to the ground, I know you do.
1:21
SPEAKER_00: What are you hearing about AI around the state?
1:26
SPEAKER_03: What are we hearing about AI around the state?
1:30
SPEAKER_03: Around the state,
1:31
SPEAKER_03: I think it's safe to say around the nation,
1:34
SPEAKER_03: there's a little bit of confusion around when is it okay?
1:38
SPEAKER_03: I just received an email from a social studies teacher today asking for advice.
1:44
SPEAKER_03: He would like to use some AI to give students feedback.
1:48
SPEAKER_03: The kids are writing a political cartoon.
1:51
SPEAKER_03: And so he wants to use AI to help facilitate,
1:55
SPEAKER_03: automate some of that feedback, but he's really not sure where to go.
1:59
SPEAKER_03: He's aware of the things like personally identifiable information that we don't want
2:05
SPEAKER_03: to just sign kids up to lots of different places,
2:09
SPEAKER_03: but he's not quite sure where to go from here.
2:12
SPEAKER_01: Yeah, that makes a lot of sense.
2:14
SPEAKER_01: And it's almost everybody, every teacher's question.
2:17
SPEAKER_01: Yes.
2:18
SPEAKER_00: Or at least we hope they would be aware and ask that question because I am worried
2:22
SPEAKER_00: about the people who are not asking that question.
2:24
SPEAKER_01: Just a little bit.
2:25
SPEAKER_01: Very true.
2:27
SPEAKER_00: Andrew?
2:29
SPEAKER_02: Yeah, I have really appreciated the opportunity to learn from different schools
2:37
SPEAKER_02: and teachers and systems just where they personally are or
2:42
SPEAKER_02: where their district is specifically at.
2:45
SPEAKER_02: And it is a little bit all over the map,
2:47
SPEAKER_02: but I would say that Prevailing folks are curious,
2:53
SPEAKER_02: interested in being at least aware and making intentional decisions.
3:00
SPEAKER_02: And if I have to give one sort of universal I don't mean to call it a truth,
3:06
SPEAKER_02: but perhaps a reality is that students are using this outside of class time.
3:12
SPEAKER_02: And as such,
3:13
SPEAKER_02: there's not really the opportunity,
3:15
SPEAKER_02: I think,
3:15
SPEAKER_02: to ignore that portion of this This conversation,
3:21
SPEAKER_02: which inevitably makes that something that we need to address,
3:24
SPEAKER_02: whether that means the students have access to AI on their school-issued device
3:28
SPEAKER_02: or not.
3:29
SPEAKER_02: There are a lot of ways that we can support kiddos in their thinking around
3:34
SPEAKER_02: that technology and its availability and what that means for teaching and learning.
3:40
SPEAKER_00: Yeah, I think a lot about the one thing you cannot ignore is the conversation about AI.
3:49
SPEAKER_00: You've got to talk about it.
3:51
SPEAKER_00: You've got to inquire.
3:52
SPEAKER_00: You've got to have honest conversations with your students.
3:55
SPEAKER_00: So one of the things that I often am thinking about,
3:58
SPEAKER_00: Nick's point about teachers that just emailed,
4:01
SPEAKER_00: the first thing I would advise any teacher who's going to use So one
4:04
SPEAKER_00: the things I always say, and I try to practice it myself, if you're using AI,
4:29
SPEAKER_00: Tell your students in advance, let them process, and even let them have an out.
4:34
SPEAKER_00: Like, I would rather you didn't do that, please.
4:37
SPEAKER_00: And just giving the out makes it a lot more manageable.
4:41
SPEAKER_00: And very few people actually choose the out once in a while.
4:44
SPEAKER_00: I have somebody that does that.
4:45
SPEAKER_00: So that's something that is always on my mind, but yes.
4:50
SPEAKER_00: And this is the American way,
4:53
SPEAKER_00: if I can say that,
4:54
SPEAKER_00: because we have listeners all over the world, or at least in two other places.
4:58
SPEAKER_00: And the American way is we are really decentralized.
5:04
SPEAKER_00: So schools, sometimes systems, sometimes states, but many units can choose their own path.
5:10
SPEAKER_00: There's no Ministry of Education that just sets the rules and everybody obeys.
5:14
SPEAKER_00: And it has the You know,
5:16
SPEAKER_00: the app is definitely,
5:18
SPEAKER_00: we're having a lot of experimentation and a lot of ways to cope.
5:22
SPEAKER_00: The downside is,
5:24
SPEAKER_00: especially when we think about Nebraska and the rural districts we support,
5:28
SPEAKER_00: is who's going to support that social studies teacher when he has a question?
5:31
SPEAKER_00: Sure.
5:32
SPEAKER_03: And I think that's true of Nebraska,
5:35
SPEAKER_03: that local control is very strong in our state of Nebraska,
5:41
SPEAKER_03: and that is a very positive thing.
5:43
SPEAKER_03: But it means that at the state level,
5:47
SPEAKER_03: we don't really have strong guidance around what you can do or not do.
5:54
SPEAKER_03: And it's on the local districts then to develop their own policies.
5:58
SPEAKER_03: There are career policies that are kind of floating around
6:01
SPEAKER_03: and slowly being implemented,
6:03
SPEAKER_03: and that's important,
6:04
SPEAKER_03: but then where's the guidance to help the educators to really identify,
6:09
SPEAKER_03: here are the core set of tools that are good, you may use.
6:15
SPEAKER_03: Here's another set that I guess you can use,
6:19
SPEAKER_03: but be darn sure not to include any personally identifiable information.
6:24
SPEAKER_03: And the rest of it, no, thank you.
6:26
SPEAKER_03: No, thank you.
6:27
SPEAKER_03: We're not going to touch these tools.
6:30
SPEAKER_03: And without that,
6:31
SPEAKER_03: I guess I think that if I would identify one thing that we are moving well together
6:38
SPEAKER_03: at the ESU level is to Begin to help define some of the guidance documents.
6:45
SPEAKER_03: Like I said,
6:45
SPEAKER_03: I think the policy is coming more from a lawyer perspective,
6:49
SPEAKER_03: but helping districts to navigate that at the administrative level so that we can
6:54
SPEAKER_03: then work directly with the teachers to answer
6:58
SPEAKER_03: the social studies teacher's questions.
7:02
SPEAKER_00: Yeah.
7:03
SPEAKER_00: I think it's a good place to pause for a second,
7:07
SPEAKER_00: and Andrew,
7:07
SPEAKER_00: if you can give listeners who are not familiar with ESUs two words about ESUs
7:14
SPEAKER_00: and what they do.
7:15
SPEAKER_02: Yeah, so an ESU is an Educational Service Unit,
7:19
SPEAKER_02: which are known as ESAs, maybe in other parts of the country.
7:23
SPEAKER_02: And, you know,
7:24
SPEAKER_02: I think a little bit of that framing that we were doing,
7:28
SPEAKER_02: as Nick's comment started there,
7:30
SPEAKER_02: I know that there are states that would,
7:32
SPEAKER_02: let's even go for instructional materials,
7:36
SPEAKER_02: maybe narrow to five sets of instructional materials for ELA,
7:40
SPEAKER_02: for example, or you have your choice of these four for social studies.
7:45
SPEAKER_02: Some places are that way with the technology options as well.
7:49
SPEAKER_02: Others have more state or regional systems that vet tools.
7:55
SPEAKER_02: And again, you're limited to only those that you can access that way.
8:00
SPEAKER_02: In Nebraska,
8:01
SPEAKER_02: those service agencies provide a breadth of services,
8:06
SPEAKER_02: as the name would suggest,
8:07
SPEAKER_02: but it's not intuitive because there's 44 states with ESUs or ESAs,
8:12
SPEAKER_02: I should say, and they all function very differently.
8:15
SPEAKER_02: And so for us in Nebraska,
8:17
SPEAKER_02: we're really fortunate to have a strong network that focuses in on a number
8:21
SPEAKER_02: of different areas,
8:21
SPEAKER_02: including professional development for both teachers and administrators,
8:25
SPEAKER_02: technology integration, cybersecurity and kind of that tech support.
8:31
SPEAKER_02: And there's more.
8:32
SPEAKER_02: You can go onto our smart site and look at all the different services we provide.
8:36
SPEAKER_02: It's pretty staggering statewide.
8:38
SPEAKER_02: And what's great about that is it ensures that regardless of where you are,
8:41
SPEAKER_02: that you have some foundational and fundamental expectations with regards
8:44
SPEAKER_02: to education.
8:46
SPEAKER_02: And the more we can collaborate,
8:48
SPEAKER_02: The more that that opportunity, I would say, is there consistently.
8:52
SPEAKER_02: It does not mean that we're trying to normalize anything.
8:54
SPEAKER_02: It certainly doesn't mean that we prescribe anything.
8:57
SPEAKER_02: The ESUs work really at that intermediate level to where when the Department
9:03
SPEAKER_02: of Education has guidance or policy or standards,
9:06
SPEAKER_02: we try to carry those to the districts and support as best we can.
9:10
SPEAKER_02: Most of our ESUs do a data dig annually with leaders at the local level that leads
9:17
SPEAKER_02: to an identification of what they would like to primarily learn and need.
9:20
SPEAKER_02: And so we respond that way.
9:22
SPEAKER_02: And sometimes we work at the in service to the legislation, as we're sort of identified to do.
9:28
SPEAKER_02: And so we are, we respond to those calls rather than dictate anything.
9:36
SPEAKER_02: And I think that's worth bringing up in this context, for sure.
9:38
SPEAKER_00: Yeah, because I think that especially with emerging technologies,
9:42
SPEAKER_00: I think the issues have always been And the way that districts
9:47
SPEAKER_00: and I'm mostly thinking about the districts that aren't the three
9:51
SPEAKER_00: or 10 biggest districts in the state,
9:54
SPEAKER_00: but all the smaller districts who don't have the personnel capacity
9:58
SPEAKER_00: to start leveraging local knowledge and building systems and all that.
10:05
SPEAKER_00: It's just impossible to do in a small rural school.
10:08
SPEAKER_00: And so, well, not quite impossible, but you need help.
10:12
SPEAKER_03: Well,
10:12
SPEAKER_03: it's pretty hard when the principal is also the counselor and the IEP director and
10:19
SPEAKER_03: the tech director and The social studies teacher, I mean,
10:24
SPEAKER_03: I was working with one school not long ago in the middle of Nebraska,
10:27
SPEAKER_03: and that was actually true.
10:29
SPEAKER_03: And so you're absolutely right, Guy.
10:33
SPEAKER_03: Outside of our Class A school districts, our more rural schools rely heavily on ESUs.
10:42
SPEAKER_00: Yeah.
10:44
SPEAKER_00: Which we are thankful.
10:45
SPEAKER_00: And somebody who works with a lot of rural schools,
10:47
SPEAKER_00: I'm always thankful that it exists,
10:49
SPEAKER_00: that there's a system that they're not completely lost.
10:52
SPEAKER_00: There's somebody,
10:53
SPEAKER_00: the social studies teacher has a nick that he can reach out to and say,
10:57
SPEAKER_00: hey, what am I supposed to do next?
11:00
SPEAKER_00: And that is critically important.
11:02
SPEAKER_00: Otherwise, again, they're wondering and they're running to their next class.
11:09
SPEAKER_00: And as we all know, also, most rural teachers have lots of preps as a result.
11:15
SPEAKER_00: And so that's weighing on them as well.
11:20
SPEAKER_01: I have a question.
11:22
SPEAKER_01: Both of you, I think, are interacting a lot with different schools, districts, and teachers.
11:27
SPEAKER_01: So what are some exciting things that you are seeing, AI-wise, obviously?
11:39
SPEAKER_03: Man, on the teacher side,
11:42
SPEAKER_03: I think AI opens the door,
11:44
SPEAKER_03: I mean, to content creation at a level that has not been possible before.
11:52
SPEAKER_03: We talk about that SAMR model of integrating ed tech into education,
11:57
SPEAKER_03: that idea of redefinition,
12:00
SPEAKER_03: thinking about creating curriculum,
12:02
SPEAKER_03: for example, in a world language That we want comprehensible input.
12:09
SPEAKER_03: And so I've got this text that describes a boy seated at a table.
12:15
SPEAKER_03: He likes to play the guitar, eat french fries, and draw in his nose.
12:20
SPEAKER_03: Instead of spending 45 minutes searching Google for an image that is able
12:28
SPEAKER_03: to be used,
12:30
SPEAKER_03: copyright infringement,
12:31
SPEAKER_03: instead of spending 45 minutes looking for that picture,
12:36
SPEAKER_03: I can create that image in 45 seconds, 30 seconds.
12:42
SPEAKER_03: On the student side,
12:43
SPEAKER_03: I think that it's important to have a conversation around who's doing the work.
12:49
SPEAKER_03: We want to ensure that kids are doing the work of learning.
12:53
SPEAKER_03: But then once we get beyond, I mean,
12:55
SPEAKER_03: things like giving some feedback,
12:58
SPEAKER_03: initial feedback in our social studies example on a student's first draft.
13:03
SPEAKER_03: You know,
13:04
SPEAKER_03: students do a first draft,
13:05
SPEAKER_03: they can get a round of AI feedback before then having a teacher round of feedback.
13:11
SPEAKER_03: But then also potentially taking that rough draft,
13:14
SPEAKER_03: taking that rough draft and making it something transformative.
13:19
SPEAKER_03: I don't want to spend five weeks on a student project.
13:24
SPEAKER_03: I want to spend maybe two days allowing for kids to create something cool.
13:30
SPEAKER_03: And then we got to keep the learning happening and leveraging AI in that way
13:36
SPEAKER_03: to turn their work, their learning into something transformative.
13:41
SPEAKER_03: I think there's wonderful opportunity there.
13:45
SPEAKER_01: Okay.
13:46
SPEAKER_01: Andrew?
13:48
SPEAKER_02: Um, I'm gonna run through all the maybe a couple different levels here that like
13:52
SPEAKER_02: that sparks for me.
13:53
SPEAKER_02: Uh, I would say even as a parent,
13:55
SPEAKER_02: my 15 year old daughter,
13:56
SPEAKER_02: as recently as the last, uh,
13:59
SPEAKER_02: 48 hours, uh,
14:00
SPEAKER_02: used AI to help put together a bulleted outline that she then used to follow
14:04
SPEAKER_02: as she was writing.
14:05
SPEAKER_02: And so it didn't do the writing for her.
14:07
SPEAKER_02: It didn't, she knew what she wanted to say already.
14:09
SPEAKER_02: And so she had a different way to process that.
14:12
SPEAKER_02: That led to a structure that led to her be able to then kind of lean into that and do the work.
14:18
SPEAKER_02: And so that kind of stuff's exciting for me to see that not replace the standard,
14:21
SPEAKER_02: but complement or support that in a way that, again, is situational.
14:26
SPEAKER_02: If the standard were to organize it in an outline, then that's not the place to use it.
14:30
SPEAKER_02: But it wasn't at this time.
14:31
SPEAKER_02: So that stuff gets me excited.
14:33
SPEAKER_02: And also, Nick mentioned feedback.
14:35
SPEAKER_02: One thing about teachers.
14:38
SPEAKER_02: Have a little bit of flexibility to be able to lean into some additional initiatives
14:44
SPEAKER_02: as interested or assigned or both sometimes.
14:47
SPEAKER_02: And I have been working with an effort in Nebraska,
14:52
SPEAKER_02: a pilot project where we have a device essentially that looks kind of like
15:00
SPEAKER_02: if Jeep made a iPad and this device can sit in the classroom and listen as
15:07
SPEAKER_02: the teacher teaches.
15:09
SPEAKER_02: Um, and the aim would be for this to give feedback to the teacher on,
15:12
SPEAKER_02: uh, to help them kind of elevate their practices.
15:14
SPEAKER_02: Now, uh,
15:15
SPEAKER_02: the shortcoming of that and,
15:16
SPEAKER_02: and really a concern for me would be if that did not align
15:19
SPEAKER_02: to things like their high quality instructional materials.
15:22
SPEAKER_02: Uh, if that was not based upon frameworks that, um,
15:25
SPEAKER_02: you know,
15:25
SPEAKER_02: the school kind of has maybe for their, their, um,
15:28
SPEAKER_02: teacher evaluations or the, um,
15:31
SPEAKER_02: in literacy, for example, Nebraska's, um, uh, Instructional Practice Guide or IPGs.
15:37
SPEAKER_02: And so what we were able to do for this particular pilot,
15:40
SPEAKER_02: because there isn't a whole lot of materials companies out there that are working
15:44
SPEAKER_02: with tech companies because they don't want to give their We paid for materials over
15:47
SPEAKER_02: to the tech companies to train the AI on,
15:49
SPEAKER_02: but we were able to sort of broker this situation where we did that.
15:53
SPEAKER_02: So now we have this device that's been trained
15:55
SPEAKER_02: on this high quality instructional materials that the teachers are delivering
15:59
SPEAKER_02: and now going through this pilot to see what kind of feedback can that provide?
16:03
SPEAKER_02: Because,
16:04
SPEAKER_02: you know,
16:04
SPEAKER_02: as Guy mentioned before,
16:05
SPEAKER_02: when you get 245 districts, you can only reach people so often.
16:09
SPEAKER_02: And to think that you could have a support for teachers that would be on demand
16:12
SPEAKER_02: and available to them at any time to use for feedback.
16:15
SPEAKER_02: Even when you're the only teacher teaching third grade in your entire building,
16:20
SPEAKER_02: the opportunity for that to increase our human capacity,
16:22
SPEAKER_02: which is what I really get excited about.
16:24
SPEAKER_02: It's like,
16:24
SPEAKER_02: how can we take this AI and utilize this in a way
16:27
SPEAKER_02: that recognizes we have great things going on already and we can only be better
16:30
SPEAKER_02: as people with people through tech support?
16:34
SPEAKER_02: And I think that sort of orients the technology in a way that gets me excited.
16:37
SPEAKER_02: So that's where I had to answer that question, I guess, is something that's a lot of fun.
16:41
SPEAKER_02: And later this month, we'll be in iteration two of that pilot.
16:45
SPEAKER_00: Wow.
16:46
SPEAKER_00: All right.
16:46
SPEAKER_00: So we'll have to get back to you and hear what the results are.
16:50
SPEAKER_00: All right.
16:51
SPEAKER_00: Nick, I understand we have an exciting day planned later in October.
16:55
SPEAKER_00: Do you want to share?
16:57
SPEAKER_03: Absolutely.
16:57
SPEAKER_03: So at the ESU levels, we have different affiliates.
17:02
SPEAKER_03: And so like work groups.
17:04
SPEAKER_03: Andrew mentioned, right, you have your network people.
17:08
SPEAKER_03: You also have your professional development people.
17:12
SPEAKER_03: You have your ed tech specialists.
17:15
SPEAKER_03: You have your special education specialists.
17:18
SPEAKER_03: And so I am the co-chair of our ed tech specialist group.
17:22
SPEAKER_03: We are TLI, Teaching and Learning.
17:29
SPEAKER_03: And either my computer just stopped or, and so, no, it didn't.
17:35
SPEAKER_03: And so, sorry.
17:37
SPEAKER_03: On October 22nd, we have a wonderful day and everyone across the state is invited.
17:44
SPEAKER_03: It's a Zoom experience where we'll start with Tony Vincent.
17:49
SPEAKER_03: We'll move into a few other national speakers on AI in education.
17:57
SPEAKER_03: Andrew, my computer appears to be doing something funky.
18:00
SPEAKER_03: Take it from there for me.
18:02
SPEAKER_02: Yeah, no problem, Nick.
18:04
SPEAKER_02: We shared that that first session will be on Vibe Coding with AI.
18:08
SPEAKER_02: And I'm excited to learn from Tony.
18:10
SPEAKER_02: He's a national expert that actually lives just across the river in Iowa.
18:14
SPEAKER_02: And so we'll be able to learn from him.
18:17
SPEAKER_02: And I'm curious to know, too,
18:18
SPEAKER_02: with Vibe Coding,
18:21
SPEAKER_02: And so we're intentionally going to lean into that part of the conversation.
18:23
SPEAKER_02: That day will also include a 45 minute with representatives from ESU 3
18:25
SPEAKER_02: who have been hosting a regional conference.
18:36
SPEAKER_02: We have an original series ongoing this year that they already got through
18:38
SPEAKER_02: the day one of four that they're hosting for schools in their region here in
18:43
SPEAKER_02: the Omaha Metro.
18:45
SPEAKER_02: And then the other two sessions will one be from Richard Kulata who is the CEO
18:49
SPEAKER_02: of ISTE He'll be talking about screen time versus screen value.
18:54
SPEAKER_02: And then we will have,
18:56
SPEAKER_02: after lunch,
18:56
SPEAKER_02: an opportunity to learn from John Meehan, who has done some work with us before.
19:00
SPEAKER_02: But his background is in UDL and game-based learning,
19:05
SPEAKER_02: and he's going I think Nick sort of referenced earlier,
19:10
SPEAKER_02: the creative aspects of what educators are able to do with technology.
19:14
SPEAKER_02: So all those topics came as a request from members of the group that Nick leads.
19:20
SPEAKER_02: We really leaned into I know Guy was there over the summer at
19:23
SPEAKER_02: the Future Ready conference where we felt like we really addressed some
19:27
SPEAKER_02: of those more broader implementation conversations to bring about that support
19:33
SPEAKER_02: for our folks.
19:34
SPEAKER_02: And so the request now was, okay, well,
19:36
SPEAKER_02: how do we maybe go into some of these other spaces where it's more about creativity
19:40
SPEAKER_02: and then taking that back to our local level?
19:43
SPEAKER_00: All right.
19:44
SPEAKER_00: And we lost Nick for a second.
19:46
SPEAKER_01: Oh, he's back.
19:46
SPEAKER_01: But he's back.
19:51
SPEAKER_00: Sorry.
19:53
SPEAKER_00: So we've got the sense of October 22nd.
19:55
SPEAKER_00: If people want to get in on the fun, where should they find the link?
20:00
SPEAKER_03: ESPO.org.
20:03
SPEAKER_03: Is that right, Andrew?
20:06
SPEAKER_03: Where you can get the registration link is at ESPO.
20:10
SPEAKER_03: I would also say reach out to your ESU friends.
20:13
SPEAKER_03: And so everyone in my position of teaching and learning
20:17
SPEAKER_03: through innovation will absolutely be able to get you the link.
20:23
SPEAKER_00: That's fantastic.
20:24
SPEAKER_00: We'll also post it with our notes.
20:26
SPEAKER_00: So if you've listened and you want to get our notes, we will make sure that the link is there.
20:31
SPEAKER_00: That's a great opportunity.
20:33
SPEAKER_00: I've been going to a lot of professional development on AI.
20:39
SPEAKER_00: I've been in all kinds.
20:40
SPEAKER_00: I've been in places where I'm like, why am I here?
20:43
SPEAKER_00: And I've been in places where like, this is fantastic.
20:46
SPEAKER_00: I need more of this.
20:48
SPEAKER_00: So I hope this is, it sounds like this is fantastic.
20:52
SPEAKER_00: I want more of this.
20:53
SPEAKER_03: Fantastic bunch there, Guy.
20:55
SPEAKER_03: I'm confident.
20:56
SPEAKER_03: Yeah.
20:57
SPEAKER_00: And I heard Tony and I heard a few of the other speakers.
20:59
SPEAKER_00: So that's a great opportunity.
21:02
SPEAKER_00: And I really do appreciate that in Nebraska,
21:04
SPEAKER_00: it's coming from the teaching and learning side of things and not from the,
21:08
SPEAKER_00: let's just make sure everybody's getting all the technologies all the time side
21:12
SPEAKER_00: of things.
21:13
SPEAKER_00: It's the advantage of maybe not being so close to San Francisco,
21:16
SPEAKER_00: where we can have different conversations.
21:19
SPEAKER_00: And one of the things that I love,
21:21
SPEAKER_00: especially about DSU,
21:23
SPEAKER_00: is we keep in our mind, yes,
21:24
SPEAKER_00: we have some large districts with a lot of kids and a lot of But we also have
21:29
SPEAKER_00: to think about not opening gaps with smaller schools,
21:35
SPEAKER_00: or maybe even the other way around,
21:36
SPEAKER_00: and that is maybe some of the AI capacities can close some gaps.
21:40
SPEAKER_00: As Andrew,
21:41
SPEAKER_00: you were talking about,
21:42
SPEAKER_00: it's like now every teacher can have some feedback from a knowledgeable system.
21:49
SPEAKER_00: It doesn't take away the need to get feedback from a professional human
21:53
SPEAKER_00: because that's still important,
21:55
SPEAKER_00: but it does provide another layer that is able to do.
21:59
SPEAKER_00: We're playing with systems like that as well.
22:01
SPEAKER_00: I'm curious about how things will play out, especially when you have the curriculum in tow.
22:11
SPEAKER_00: That makes it quite different potentially,
22:14
SPEAKER_00: but it's also empirically Empirically remains to be seen.
22:21
SPEAKER_00: Last question.
22:22
SPEAKER_00: What are you using AI in your work for?
22:27
SPEAKER_00: What's your jam with AI?
22:29
SPEAKER_00: Or maybe you're not.
22:32
SPEAKER_03: Andrew, you want to go first or you want me to take it first?
22:34
SPEAKER_02: I'll let you go first, Nick.
22:35
SPEAKER_03: That's all right.
22:37
SPEAKER_03: First thing, October 22nd is free.
22:40
SPEAKER_03: I don't know that that actually got stated.
22:42
SPEAKER_03: And so it's a free opportunity for people.
22:45
SPEAKER_03: Yes, you have to register to get the link, but it is free.
22:49
SPEAKER_03: All right.
22:50
SPEAKER_03: Most recently.
22:52
SPEAKER_03: We are doing some work with Kristin Mattson on digital citizenship across the state.
22:59
SPEAKER_03: Tomorrow is the digital citizenship symposium here across our ESU structure.
23:07
SPEAKER_03: There are six different ESUs that will be hosting groups of middle school
23:13
SPEAKER_03: and high school students.
23:14
SPEAKER_03: Last time I saw there's something like 30 or 40 school districts signed up.
23:19
SPEAKER_03: And somewhere near 150, 200 kids planning to come to an ESU.
23:26
SPEAKER_03: And so that's just to lead up.
23:29
SPEAKER_03: Kristin Mattson just recently released the second edition of her EDVOLV framework
23:35
SPEAKER_03: to help us understand different components of digital citizenship,
23:40
SPEAKER_03: things like digital safety,
23:42
SPEAKER_03: well-being, media and information literacy, as well as social responsibility.
23:48
SPEAKER_03: But the new framework is new.
23:51
SPEAKER_03: And so there aren't all sorts of wonderful resources that help to communicate that thing.
23:57
SPEAKER_03: So it's Creative Commons licensed.
24:00
SPEAKER_03: I pulled it and about 15 other sources that talk to those different things
24:07
SPEAKER_03: into Google's Notebook LM, right?
24:11
SPEAKER_03: Google Notebook LM.
24:13
SPEAKER_03: Used to be Notebook LM.
24:14
SPEAKER_03: What's it now?
24:15
SPEAKER_03: Gemini Notebook, right?
24:16
SPEAKER_03: Gemini Notebook is what they call it now.
24:19
SPEAKER_00: Yeah.
24:20
SPEAKER_03: You're able then to interact with the sources.
24:25
SPEAKER_03: What I love about that is that you take away the hallucinations
24:29
SPEAKER_03: that are common space and you're just generic AI models like a ChatGPT
24:36
SPEAKER_03: or even Gemini itself.
24:38
SPEAKER_03: You're able to give it the content that you want it to focus on.
24:41
SPEAKER_03: And I had it then outline for each of those different tenets,
24:47
SPEAKER_03: four different, you know, 30 minute or so learning experiences for kids.
24:52
SPEAKER_03: And then the studio inside
24:55
SPEAKER_03: of Gemini Notebook created just some amazing Video content between five
25:01
SPEAKER_03: and ten minutes addressing each of those four different tenets.
25:05
SPEAKER_03: I had Gemini help me then to create comprehension questions,
25:11
SPEAKER_03: ten comprehension questions,
25:13
SPEAKER_03: which I put into Quizalize,
25:15
SPEAKER_03: a gamified Practice place and also into a Google form quiz that will
25:24
SPEAKER_03: then auto generate.
25:26
SPEAKER_03: Andrew Easton is about ready to send out hundreds of certificates of digital citizenship.
25:34
SPEAKER_03: Automated by that process.
25:35
SPEAKER_03: If you get 100%,
25:36
SPEAKER_03: it will send the teacher a certificate of completion for the kid,
25:41
SPEAKER_03: and you can earn it for all four.
25:44
SPEAKER_03: Guy, the question was, what have you done most recent?
25:46
SPEAKER_03: That is a wonderful It's a wonderful,
25:48
SPEAKER_03: wonderful example of the power and the quality of the video, of the questions.
25:55
SPEAKER_03: I was able to interact with it throughout.
25:58
SPEAKER_03: You know, there were a couple spots where I said, no, I need you to focus here and not there.
26:04
SPEAKER_03: And the ability to do that with Gemini's notebook is outstanding.
26:10
SPEAKER_00: Yeah, and you got the name correctly because I've been complaining for years about
26:14
SPEAKER_00: the way Google names and rebrands, rebrands, rebrand, the rebrand constantly.
26:21
SPEAKER_00: And it's like, I still remember Bard.
26:24
SPEAKER_00: I'm just saying.
26:27
SPEAKER_00: And you think, Bard was a long time ago.
26:31
SPEAKER_00: It's only two and a half years or so since Bard was around.
26:34
SPEAKER_00: And I'm going, they've had already three names since then.
26:37
SPEAKER_00: And New Gemini came out this week, so I'm like, or last week.
26:42
SPEAKER_00: All right, Andrew, what are you using AI for?
26:44
SPEAKER_02: Yeah, I'm just going to, like Nick, take a moment to close some loops on a few things there.
26:52
SPEAKER_02: The 22nd date, you can join for just an hour of it, too.
26:54
SPEAKER_02: You don't have to come for the whole thing.
26:55
SPEAKER_02: So pick your spots.
26:58
SPEAKER_02: Number two, the digital citizenship work.
27:01
SPEAKER_02: Yes, I cannot tell you how many folks have said, no, no, no, we're focused on AI.
27:05
SPEAKER_02: We don't do this digital.
27:07
SPEAKER_02: It is very much one in the same.
27:10
SPEAKER_02: And that 2.0 version of that framework has so much utility in it.
27:14
SPEAKER_02: If you just look through it to say, because we talked about this earlier here, conversations.
27:18
SPEAKER_02: What conversation should I have as a fourth grade teacher?
27:20
SPEAKER_02: That's a seventh grade teacher.
27:21
SPEAKER_02: That's tough, right?
27:22
SPEAKER_02: The technology, to your point, Guy is new.
27:24
SPEAKER_02: It's changed.
27:26
SPEAKER_02: And so can I have a current resource that sort of gives a little scope and sequence
27:29
SPEAKER_02: about how we might do that without using technology even?
27:32
SPEAKER_02: There's your resource.
27:33
SPEAKER_02: So what we've worked on is the Support Ed site,
27:36
SPEAKER_02: which you can find at NE,
27:38
SPEAKER_02: so short for Nebraska,
27:39
SPEAKER_02: like nesupported.org,
27:41
SPEAKER_02: where we have an entire page that walks through some of that kind
27:44
SPEAKER_02: of systems-level thinking with AI and a podcast on there and Conversation
27:49
SPEAKER_02: for teachers and leaders to go through so you can kind of reflect and use
27:53
SPEAKER_02: the sections as you're looking to kind of learn in that space, right?
27:58
SPEAKER_02: So we don't put those together because we're trying to push AI
28:00
SPEAKER_02: but we put those together because there are questions out there about that.
28:03
SPEAKER_02: And there's a whole digital citizenship page also that might be that next level
28:08
SPEAKER_02: when it comes to AI literacy and supporting at
28:10
SPEAKER_02: the classroom level those conversations.
28:14
SPEAKER_02: And so all that sort of front loaded to say, how am I using this?
28:17
SPEAKER_02: I spoke with Matt Mervis,
28:21
SPEAKER_02: who works in a service agency in Connecticut and does a lot with AI,
28:25
SPEAKER_02: has a really cool podcast as well.
28:28
SPEAKER_02: He shared this idea that he'd heard elsewhere about that you use AI as either
28:33
SPEAKER_02: a coach, a clerk or collaborator.
28:36
SPEAKER_02: And I find myself at least
28:41
SPEAKER_02: Really being mindful about which of those relationships I'm currently in.
28:46
SPEAKER_02: And so I don't feel guilty necessarily about offloading certain tasks if it is clerical work.
28:51
SPEAKER_02: And if I do find that I am instead though needing to learn from a coach or working
28:56
SPEAKER_02: in a collaboration that I need to be a much more alert and active participant.
29:00
SPEAKER_02: And it's not as if those are, that's a Venn diagram probably whenever I'm interacting.
29:05
SPEAKER_02: But I think that just sort of having that framework has driven How I think about
29:10
SPEAKER_02: the way that I interact with that technology as I've done that.
29:14
SPEAKER_02: And so that's probably been front of mind for me as far as how I'm using the technology.
29:19
SPEAKER_02: If we want to get like tool specific,
29:21
SPEAKER_02: and I'll bring this to a close,
29:23
SPEAKER_02: I did jump onto Google and figure out,
29:26
SPEAKER_02: and I'm forgetting where this was at,
29:28
SPEAKER_02: but I could take my phone and scan my face and also upload my voice
29:32
SPEAKER_02: and create like comic strips and all these different videos that Utilize that
29:39
SPEAKER_02: into it so it looks like me in the comic strip and I can actually now do voices
29:43
SPEAKER_02: where I'm in there acting things out.
29:45
SPEAKER_02: It's scary and I was like, am I giving permission to this?
29:49
SPEAKER_02: Why not?
29:51
SPEAKER_02: I'm not advising other people to do that.
29:53
SPEAKER_02: I definitely did it with a reluctant push of the permission button,
29:56
SPEAKER_02: but that was really fascinating and as a creator, pretty cool stuff.
30:01
SPEAKER_00: Yeah.
30:01
SPEAKER_00: It's fascinating how much more it can do and how How much better it's getting.
30:06
SPEAKER_00: It used to be nonsensical.
30:09
SPEAKER_00: I'm testing it once in a while because I have an accent.
30:15
SPEAKER_00: It functions a little bit weirdly with me.
30:18
SPEAKER_00: It always sounds like Guy-idjacent, but it doesn't sound like me.
30:24
SPEAKER_00: It's trying to make me something else, which I don't appreciate.
30:29
SPEAKER_00: But it's okay.
30:30
SPEAKER_00: I'm the real thing, I think, still.
30:32
SPEAKER_00: But for how long, I'm not sure.
30:38
SPEAKER_01: Awesome.
30:38
SPEAKER_01: Perfect.
30:39
SPEAKER_01: Thank you.
30:39
SPEAKER_01: Thank you so much,
30:40
SPEAKER_01: Nick and Andrew,
30:41
SPEAKER_01: for being here with us,
30:43
SPEAKER_01: for sharing your great ideas and your insights on using AI and other things.
30:47
SPEAKER_01: Thank you so much.
30:49
SPEAKER_00: All right.
30:50
SPEAKER_00: Thanks for having me.
30:51
SPEAKER_00: Yeah.