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Is Your School Ready for AI? · Azadeh and Guy on AI

0:01
SPEAKER_01: Hi, and welcome to Azadeh and Guy on AI.
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SPEAKER_01: And we are season three.
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SPEAKER_00: Episode five.
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SPEAKER_01: Yes, episode five.
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SPEAKER_01: And today we have the fabulous Dr. Nikki Schaefer.
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SPEAKER_01: And do you want to introduce yourself?
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SPEAKER_02: Sure.
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SPEAKER_02: Newly minted Dr. Nikki Schaefer.
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SPEAKER_02: I am the director of user support for Omaha Public Schools.
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SPEAKER_02: Yes.
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SPEAKER_01: And all right, so tell us what does that mean?
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SPEAKER_01: You know, it's a title, but what does that mean?
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SPEAKER_01: What do you do?
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So we actually have a very,
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very large information management services department.
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So it's so big that we have to kind of break it into two
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separate departments.
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SPEAKER_02: One of them is user support.
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SPEAKER_02: And so that's everybody that interacts with our staff or students.
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SPEAKER_02: So people who are out in the field,
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SPEAKER_02: people who are taking phone calls,
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SPEAKER_02: people who are helping,
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SPEAKER_02: I mean,
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SPEAKER_02: down to the person that helps with our laminator.
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SPEAKER_02: That's kind of under, yeah, that's in our department.
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SPEAKER_02: And then we also have a tech services department.
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SPEAKER_02: Which,
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SPEAKER_02: as you can imagine,
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SPEAKER_02: with 52,000 students,
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SPEAKER_02: 9,000 staff,
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SPEAKER_02: we have a lot of self-built software,
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so they're the ones who are running the code to build the apps
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that we need,
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working in the back end of Tableau to make sure that we have
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the data that we need,
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SPEAKER_02: and then all of our rostering,
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SPEAKER_02: which
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As you know,
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with digital curriculum,
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it's becoming a harder and harder job.
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SPEAKER_01: Yes.
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And missing there where it used to be that if there was
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somebody missing,
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it wasn't a big deal.
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SPEAKER_01: You could add them at any time.
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Now with licenses and everything that goes with it,
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it's a major headache.
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SPEAKER_02: Yep.
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And it all comes down to where is the data getting pulled from
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and is that data
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SPEAKER_02: correct or is it corrupted or so?
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SPEAKER_01: Yeah.
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SPEAKER_01: Also the people that don't sleep well at night, I would argue.
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SPEAKER_01: No, I bet not.
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SPEAKER_01: All right.
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SPEAKER_00: So we have a couple of questions for you, Nikki.
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SPEAKER_00: Some of them are general questions that we ask from all of our guests,
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SPEAKER_00: and some of them are very related to your dissertation.
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SPEAKER_00: So I'm going to start with the first general question.
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So what are your perspectives on the role of generative AI in
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K-12 education,
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SPEAKER_00: particularly from the standpoint of educational leadership and policy?
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SPEAKER_02: So I kind of see generative AI kind of like the calculator.
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SPEAKER_02: It's going to change how we teach if it already is.
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SPEAKER_02: And I think that we have been as an ed tech community,
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we have been beating the drum of if you can Google the answer
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to a question,
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SPEAKER_02: it's not a good enough question or it's not the right question.
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Like we have been beating that drum for the last 15 years and
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it's now finally come
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SPEAKER_02: to bite us in the leg because
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SPEAKER_02: We are having questions that are not only Google-able,
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SPEAKER_02: but the answers can be written by that same search engine.
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SPEAKER_02: So I really think that,
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SPEAKER_02: first of all,
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if we continue in the trend of utilizing generative AI as much
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as we are proposing,
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SPEAKER_02: I think it's going to completely change how we approach education,
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SPEAKER_02: and it should.
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SPEAKER_02: But at the same point in time, I do see a lot of pushback
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SPEAKER_02: from the educational administration area,
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SPEAKER_02: from the policy area of,
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SPEAKER_02: well,
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SPEAKER_02: this is affecting student learning because it's inauthentic learning.
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SPEAKER_02: Well, yeah, it is, but it's not going away.
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Yeah,
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and authentic,
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I mean,
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in some ways,
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authentic means the way I used to learn.
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SPEAKER_00: Yeah.
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SPEAKER_00: Exactly.
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SPEAKER_01: For them, authentic is, I mean, we have a generation.
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SPEAKER_01: We talk to college students, as I said, in our pre-
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SPEAKER_01: Guy Trainin guytrainin522619 Guy Trainin guytrainin522619 Guy Trainin
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guytrainin522619 Guy Trainin guytrainin522619 Guy Trainin
3:59
guytrainin522619 Guy
4:00
Trainin guytrainin522619 Guy Trainin guytrainin522619 Guy
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Trainin guytrainin522619
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SPEAKER_01: Guy Trainin guytrainin522619
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SPEAKER_01: Fasinated by this is really complicated and also why would you use this?
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SPEAKER_01: But it's really fun to understand how it works, but it's really useless.
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SPEAKER_01: It's a technology that really serves its time.
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SPEAKER_01: It got us to the moon kind of, but we don't want to use it anymore.
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SPEAKER_01: Things have changed.
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SPEAKER_01: So that goes back to your point about the calculator and all of that.
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SPEAKER_01: So how do you incorporate in the district,
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SPEAKER_01: how do you incorporate generative AI into PD for teachers?
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So we currently don't have district-wide policy or
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district-wide guidelines.
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So there is not necessarily a guide for incorporating it or not
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incorporating it.
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It really comes down to the building level and what the
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principals or the admins or
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the people who are designing the school improvement plans feel
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is most important.
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SPEAKER_02: I definitely see it being used as a data summary tool
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SPEAKER_02: Inputting data minus personal information, hopefully, pleased.
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SPEAKER_02: And then asking for summaries or asking for outliers or asking for.
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So a lot of that work of the heavy lifts or the digging into
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data is being done by
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SPEAKER_02: generative AI.
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And that's the ability to assimilate that much data and come up
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with summaries is a
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huge piece and a huge way that I can see that being used in the
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buildings.
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SPEAKER_01: So you're not quite there yet.
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SPEAKER_01: And I think that we're seeing that,
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SPEAKER_01: especially in larger districts,
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where the level of complexity and the number of people that
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have to be brought on
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SPEAKER_01: board and everything like that,
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it makes it so it's harder to get going on a journey where a
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district that's also
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SPEAKER_01: one building with two principals,
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SPEAKER_01: one elementary,
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SPEAKER_01: one secondary,
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SPEAKER_01: that's much easier.
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SPEAKER_02: Yeah.
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SPEAKER_02: Yeah,
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SPEAKER_02: we've got so many little pieces and parts to consider that making a
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SPEAKER_02: one-size-fits-all ruling,
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SPEAKER_02: like everybody uses it this way or everybody doesn't use it,
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SPEAKER_02: it just isn't feasible for a district or site.
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SPEAKER_01: Yeah.
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And so how do you anticipate AI changing teaching and learning
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in the next five years?
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SPEAKER_01: I'll give you five.
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SPEAKER_01: Five years is a long time.
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SPEAKER_01: We'll have ChatGPT 12.17.
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SPEAKER_02: Honestly,
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SPEAKER_02: I see teachers pivoting to focus more on not the outcome,
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SPEAKER_02: but what questions are you asking?
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So focusing more on curiosity and inspiring that love of
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learning and really
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SPEAKER_02: What questions do you need to ask?
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SPEAKER_02: How do you prompt this to get the answer you're looking for?
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SPEAKER_02: So I would not be surprised at all if,
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SPEAKER_02: and I think some universities already have a certification in AI.
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I would not be surprised at all if we start seeing that
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matriculate down into the
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SPEAKER_02: high schools,
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SPEAKER_02: into the middle schools,
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SPEAKER_02: as far as we know you're going to use it,
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SPEAKER_02: here's how to use it in a way that is responsible,
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SPEAKER_02: or here's how to use it in a way that will challenge your thinking,
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SPEAKER_02: but in a different way.
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SPEAKER_02: And so really trying to figure out,
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SPEAKER_02: and that's,
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SPEAKER_02: I mean,
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SPEAKER_02: I wish I had a crystal ball,
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but I think the teachers that are going to be successful are
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the teachers who are
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SPEAKER_02: able to use the tool when it's necessary and available,
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SPEAKER_02: but also know and recognize when it's not the best tool for the job.
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And I don't think,
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there's nothing that's going to replace the idea of a chem lab.
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SPEAKER_02: Like that's not, you can sit there and memorize
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SPEAKER_02: You know, I don't even know what, I was not good at chemistry.
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SPEAKER_02: Formulas.
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And like you can sit there and memorize these things and you
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can have it spit out
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SPEAKER_02: to you what the exact formula is and you can ace a test,
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SPEAKER_02: you know,
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SPEAKER_02: no problem.
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SPEAKER_02: Do you actually know what you're doing?
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SPEAKER_01: No.
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SPEAKER_02: Because there's that physicality of it.
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There's that tactile piece of that learning and it's going to
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be the teachers who
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SPEAKER_02: recognize the difference between a tactile learning possibility and a
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ChatGPT-based or a generative AI-based learning opportunity and
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make best use of
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those two opportunities that are going to be the ones that feel
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successful.
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SPEAKER_00: Yeah.
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And probably our last general question is that what do you see
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as the biggest
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SPEAKER_00: challenges that generative AI brings to education,
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SPEAKER_00: especially when we are talking about academic integrity,
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SPEAKER_00: student privacy,
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SPEAKER_00: or ethical use?
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SPEAKER_02: A.J.
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SPEAKER_02: : There's a couple of different ones.
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I think one of the big ones for the teaching staff and for
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teachers as a whole is
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SPEAKER_02: it completely upends what we see as authentic learning,
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SPEAKER_02: like we were talking about before.
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SPEAKER_02: It completely changes what output they are looking for.
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And there isn't necessarily a good guideline yet as to,
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well,
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what output should we shift for?
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SPEAKER_02: What does evidence of learning look like?
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SPEAKER_02: So that's a big piece.
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SPEAKER_02: I think learning about AI
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SPEAKER_02: is going to be another big piece for both our teachers and our students.
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SPEAKER_02: We have to discuss that there are inherent pitfalls in any AI use,
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SPEAKER_02: and we have to not only accept that it's going to be used,
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but also be able to teach to those pitfalls so that students
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don't start citing
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laws that never existed or citing case studies that never
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happened and try and use
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SPEAKER_02: that as evidence of learning.
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SPEAKER_01: Yeah.
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SPEAKER_01: So you just finished your dissertation not too long ago,
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SPEAKER_01: which is how we started this conversation.
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SPEAKER_01: We met at the NITA Conference, just so you know, everybody.
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SPEAKER_01: NITA Spring Conference was a great place to be.
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And Niki and I met there and we started talking and she talked
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about her dissertation.
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SPEAKER_01: So can you tell us a little bit about your dissertation?
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SPEAKER_00: Do you want to say the title of the dissertation?
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The title is An Analysis of Nebraska Public School Board
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Education Policy and
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SPEAKER_00: Guidance Regarding Artificial Intelligence.
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SPEAKER_02: Yep,
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that's a very wordy way of saying I was looking to see which
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school boards had
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SPEAKER_02: published policy or not.
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SPEAKER_02: Really, the topic came down to a discussion and
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I'm going to be blatantly honest with you or brutally honest
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with you guys.
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I finished my coursework in 22 and it's now 2026 and I just
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finished my dissertation.
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SPEAKER_02: So had I attempted to write this in 2022,
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SPEAKER_02: it would not have been possible because there's just not,
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SPEAKER_02: we didn't have it.
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SPEAKER_02: So I tell myself my procrastination worked for this one.
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SPEAKER_01: Absolutely, it did.
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SPEAKER_02: It worked to my benefit for this one.
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SPEAKER_02: But no,
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SPEAKER_02: the topic came up because of all of the discussion around AI,
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SPEAKER_02: all of the,
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SPEAKER_02: I mean,
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SPEAKER_02: we were having,
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SPEAKER_02: here in OPS,
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we were having listening talks or listening groups where we
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were having members of
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SPEAKER_02: the public come in and have conversations around AI use.
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SPEAKER_02: And really, that focus was definitely on authentic student learning.
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SPEAKER_02: And that's where,
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SPEAKER_02: as we've talked about,
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SPEAKER_02: most parents,
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SPEAKER_02: most teachers are landing with,
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SPEAKER_02: oh my gosh,
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SPEAKER_02: what happens if my student uses AI?
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SPEAKER_02: ChatGPT to write their book report.
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SPEAKER_02: Hey guys, Cliff Notes has been around for 20 plus years.
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SPEAKER_02: I mean, this is not a new thing.
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This is not,
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I mean,
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the modality has changed,
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but kids are going to cheat.
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SPEAKER_02: If they think they can do it easier,
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they're going to find a way to do it easier unless you get them
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roped in and
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SPEAKER_02: excited to learn about it.
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SPEAKER_02: So that right there was kind of, I was having a
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SPEAKER_02: Discussion with my chair and just say like, hey, that's a great idea.
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SPEAKER_02: And then I went really big and said like,
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SPEAKER_02: hey,
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SPEAKER_02: what if we find the best policy in the U.S.
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SPEAKER_02: and we use that as a model?
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SPEAKER_02: And she goes, whoa, hold on.
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So she kind of talked me back to just focusing on Nebraska and
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we were going to try
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SPEAKER_02: and break it up into ESUs and just focus on one ESU.
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SPEAKER_02: But in the preliminary research,
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we realized that all of the ESUs are so diverse that we want to
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cover all of them.
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So that's how we started big,
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shrunk down,
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and then kind of met in the middle.
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SPEAKER_01: So you looked throughout Nebraska, which is quite a bit.
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SPEAKER_01: So what did you find?
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Kind of,
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if you're summarizing,
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right,
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your elevator pitches,
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what did you find?
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So when looking at frameworks from professional organizations
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that study AI and
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SPEAKER_02: make recommendations to educational institutions,
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There were four main areas that they recommended that policy
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specifically focus on.
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SPEAKER_02: One of them is security, so privacy and data security.
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SPEAKER_02: Accountability, which is where you cover that authentic learning.
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Focused on the human,
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making sure that there is always a human in the process
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somewhere.
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And then that piece of realizing that there's implicit bias
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built into AI and how
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SPEAKER_02: it processes data.
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And so those four things kind of jumped out at me as far as
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what should good policy look like.
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SPEAKER_02: And then it became a matter of,
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SPEAKER_02: okay,
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SPEAKER_02: well,
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SPEAKER_02: if this is what good policy looks like,
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SPEAKER_02: let's see what policy is out there and let's compare the two.
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SPEAKER_02: And so that's kind of where the dissertation came in.
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SPEAKER_01: That's fantastic.
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And we saw that you said that basically 40% of districts that
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you examined had no
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SPEAKER_01: public policy at all.
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SPEAKER_02: Correct.
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SPEAKER_02: And I didn't examine every single district.
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I was trying to go for five just to give myself a good baseline
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of what that ESU,
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SPEAKER_02: the district within that ESU looked like.
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SPEAKER_02: But yeah,
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so I investigated over half of the public school districts in
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Nebraska and came up
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SPEAKER_02: with about 40%.
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SPEAKER_01: And that's probably representative of what's happening.
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SPEAKER_01: What do you think the risks are when 40% don't have a policy?
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I'm not sure it's risk-based so much as it's knowledge-based
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and just awareness.
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I feel like some districts maybe are approaching it like an
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ostrich and sticking
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SPEAKER_02: their head in the sand and saying,
14:48
SPEAKER_02: oh,
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SPEAKER_02: it's a fad,
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SPEAKER_02: it'll go away.
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SPEAKER_02: That could be one approach.
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SPEAKER_02: There could also be an approach saying,
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SPEAKER_02: you know,
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we don't know what this is going to look like next year or the
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year after,
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so let's let it settle a little bit before we really start
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creating policy on it.
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And that was one of the things that I talked about at the very
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beginning of my
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SPEAKER_02: dissertation as far as being in a huge monumental shift in education.
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And even the Nebraska School Board Association talks about how
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policy should be
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SPEAKER_02: interacting with those.
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SPEAKER_02: It should be
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SPEAKER_02: Due to a fundamental shift that we are creating policy.
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SPEAKER_02: We shouldn't be creating policy to govern school dress.
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We shouldn't be creating policy to govern whether or not a
15:30
principal gets a Mac or a Windows.
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SPEAKER_02: It's really about those fundamental shifts in education.
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SPEAKER_02: And so the fact that they have not put out a statewide sample policy,
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SPEAKER_02: or at least hadn't at the point of research,
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SPEAKER_02: was surprising to me.
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SPEAKER_01: Yeah.
15:46
SPEAKER_01: And in a recent workshop in the Department of Ed,
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they did bring somebody from Utah who talked about the
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framework that's flexible
15:55
SPEAKER_01: enough so it can accommodate the differences.
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SPEAKER_01: So you're not pinning it to a specific point with specific capabilities,
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because the flip side of what you said is people are waiting
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for it to settle down.
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SPEAKER_01: What we've seen from AI right now is nothing is settling down.
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SPEAKER_01: It's just accelerating.
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SPEAKER_01: So in a way, waiting for it may be a futile effort.
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SPEAKER_01: So that's kind of on my mind is like,
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SPEAKER_01: it's been three years,
16:23
SPEAKER_01: almost soon to be four,
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SPEAKER_01: and we need to do something.
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And there's definitely those districts that I think are playing
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it safe that
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because there hasn't been a published from the state
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recommendation on a policy
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SPEAKER_02: update,
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SPEAKER_02: then
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SPEAKER_02: They're waiting until that happens.
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SPEAKER_01: Yeah.
16:42
SPEAKER_01: And so tell us what you found when you did find a policy.
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SPEAKER_01: So 40% is out.
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SPEAKER_01: But what did you find with the 60%?
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So there were a couple of different policies that I found that
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were very obviously
16:56
SPEAKER_02: shared by somebody.
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SPEAKER_02: I think one of them was
17:01
A law group there in Lincoln that created one and so there was
17:04
a couple of
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different policies that I found throughout the districts policy
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it was like 6038 44
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SPEAKER_02: districts so a good you know I can't remember what
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SPEAKER_02: Guy’s Substack Guy Trainin'
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SPEAKER_02: What go into one of those four categories?
17:36
And then we had a couple of districts that kind of took their
17:39
own road and wrote
17:39
their own thing and either wrote their own policy and then gave
17:44
it a gave it a
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SPEAKER_02: website,
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SPEAKER_02: I think,
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or wrote their own guidelines into student expectation
17:50
handbooks or created an
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SPEAKER_02: entirely new website on their on their website or on their main homepage.
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SPEAKER_02: To talk parents,
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SPEAKER_02: staff,
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SPEAKER_02: students through what AI use looks like in that district,
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SPEAKER_02: but don't necessarily have formal board policy around it.
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So who actually wrote those policies,
18:13
those 6038 and all of those,
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6288 and all of that?
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SPEAKER_01: Do you have a sense of who wrote it and why?
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The one that I found,
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and I'm not sure if it was supposed to be public,
18:27
but the...
18:29
Yeah,
18:29
the memo that I found was KSB Law,
18:31
was the 6038 came from KSB Law there in Lincoln.
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SPEAKER_02: So it was a law firm.
18:36
SPEAKER_02: Okay.
18:39
And I'm assuming that I don't know if they are the only law
18:43
firm that works with
18:44
SPEAKER_02: either NCSA or one of the other groups,
18:47
SPEAKER_02: maybe NERCSA,
18:48
SPEAKER_02: that requested,
18:50
SPEAKER_02: hey,
18:50
SPEAKER_02: we're getting a lot of questions about what our policy is on this.
18:53
SPEAKER_02: Can you write up?
18:54
SPEAKER_02: And it was very well done, covered,
19:02
And so that's why when I see that many districts adopting that
19:10
same policy number
19:12
SPEAKER_02: that I believe came from the same source,
19:15
SPEAKER_02: it can be a little bit concerning,
19:18
SPEAKER_02: but they went to that source because they didn't have any other options.
19:21
SPEAKER_01: Yeah,
19:21
SPEAKER_01: and I think about the pressures because I work a lot with rural districts
19:25
SPEAKER_01: especially,
19:26
and there's so many things happening and so many things you're
19:29
worried about every
19:30
day that if there's an easy solution that seems reliable and
19:35
somebody you trust,
19:38
SPEAKER_01: That's a shortcut you're going to take because you need something,
19:42
SPEAKER_01: you need it now,
19:43
SPEAKER_01: and you don't have the capacity,
19:45
SPEAKER_01: like the larger districts,
19:46
SPEAKER_01: to do listening circles and all of these things throughout the community,
19:51
which is a process that requires people to pay attention for a
19:54
long period of time.
19:56
SPEAKER_02: Yep.
19:56
Well,
19:56
and especially,
19:58
I mean,
19:58
we don't have the capabilities out in Scotts Bluff to bring in
20:02
the
20:03
The gentleman from Utah that you were talking about that works
20:06
at the state level
20:06
SPEAKER_02: of Utah,
20:07
SPEAKER_02: like there's no way.
20:08
SPEAKER_02: So I commend,
20:12
SPEAKER_02: I believe it was KSB Law,
20:13
but whoever it was that came up with at least something to get
20:17
us started,
20:18
SPEAKER_01: kudos.
20:19
SPEAKER_01: So what was missing out of those frameworks?
20:22
SPEAKER_01: Because you did write a little bit about that.
20:24
SPEAKER_02: Yep.
20:25
SPEAKER_02: So those frameworks were very definitely focused on academic integrity.
20:29
SPEAKER_02: So trying to
20:32
SPEAKER_02: And it really seemed to focus on what does cheating look like?
20:34
SPEAKER_02: What does accurate or authentic student learning look like?
20:49
What they didn't focus on was kind of the other pieces that
20:52
surround AI use,
20:54
right?
20:54
SPEAKER_02: Like keeping data private and secure,
20:57
SPEAKER_02: keeping the human in the interaction somewhere,
21:01
SPEAKER_02: and then the avoidance of implicit bias.
21:04
SPEAKER_02: So those three of the four that these larger,
21:09
SPEAKER_02: including the Department of Ed at the national level,
21:12
SPEAKER_02: are suggesting be part of policy weren't necessarily included.
21:16
SPEAKER_01: Yeah, and you mentioned that a little bit.
21:19
And one of the problems that we have when we don't have policy
21:21
and definitely when
21:22
we don't have access for administrators and teachers is that
21:27
we're worried that
21:28
SPEAKER_01: they will take some data,
21:30
SPEAKER_01: even inadvertently,
21:31
SPEAKER_01: And I think there's a little bit of
21:54
Imposter Syndrome that's happening because of how fast AI is
21:57
progressing.
21:59
SPEAKER_02: You get people like me who dig deep into one particular area of it.
22:05
SPEAKER_02: I am not an AI expert by any stretch of the imagination.
22:08
I'm an expert on school board policy as of the time I wrote my
22:12
dissertation.
22:13
SPEAKER_01: Which is fairly recently, to be honest.
22:16
SPEAKER_02: Exactly.
22:17
SPEAKER_02: But I'm not going to ever claim that I'm an expert in AI.
22:20
SPEAKER_02: However, if you're asking somebody to come
22:23
SPEAKER_02: Talk about policy in Nebraska.
22:26
SPEAKER_02: I feel qualified on that,
22:28
SPEAKER_02: but I don't feel qualified to talk about other things,
22:30
even though I might be the most qualified right now because
22:33
nobody else has even
22:34
SPEAKER_02: looked at it because there hasn't been time.
22:36
SPEAKER_02: So I think there's that level of imposter syndrome,
22:38
SPEAKER_02: especially with educators,
22:39
SPEAKER_02: where we don't feel like we're experts.
22:41
We don't feel like we have the expertise to guide a district
22:45
through creating
22:46
SPEAKER_02: policy,
22:47
SPEAKER_02: but there's nobody else.
22:49
SPEAKER_02: Who else is going to
22:53
SPEAKER_00: Guy- So let me see, maybe the last question about your dissertation.
23:03
SPEAKER_00: So most existing policies,
23:05
SPEAKER_00: they focus on current tools like ChatGPT and that,
23:09
but what emerging AI capabilities do you think schools are
23:13
least prepared for over
23:15
SPEAKER_00: the next five years?
23:20
SPEAKER_02: So here in OPS, we use iPads as a one-to-one device for students.
23:29
SPEAKER_02: I think,
23:30
SPEAKER_02: and I'm afraid to say it,
23:31
SPEAKER_02: but I think deepfakes and revenge imagery are going to become an issue.
23:39
We already have students that will try and take their phones
23:42
even into the bathroom
23:43
SPEAKER_02: and do things they shouldn't be doing,
23:45
SPEAKER_02: make choices that are not kind or helpful for anybody.
23:49
And unfortunately,
23:49
I can see that becoming an issue in the buildings as well.
23:53
SPEAKER_02: It's going to become bullying,
23:55
SPEAKER_02: unfortunately,
23:56
because all you need right now is somebody's headshot of
23:59
somebody and you can start
24:00
SPEAKER_02: creating pictures of them doing all sorts of things.
24:04
And I think that that's going to be a really hard to track down
24:07
into school
24:08
SPEAKER_02: districts and be really detrimental to potential mental health issues.
24:14
SPEAKER_01: And this is where
24:17
And I'm part of my concern is always is I think about whether
24:21
this should be the
24:22
SPEAKER_01: problem of schools at all.
24:24
SPEAKER_01: Right.
24:25
Because this is in some ways happening outside of schools to
24:28
school to kids who go
24:29
SPEAKER_01: together at school.
24:30
But this is where statewide legislation and even federal
24:33
legislation would be
24:34
incredibly helpful to involve because there's a point where law
24:39
enforcement should
24:40
SPEAKER_01: be involved.
24:40
SPEAKER_01: Right.
24:41
SPEAKER_01: This is.
24:41
SPEAKER_02: And they are.
24:42
SPEAKER_02: Yeah.
24:42
SPEAKER_02: And.
24:43
SPEAKER_01: Yeah.
24:43
SPEAKER_01: And so.
24:44
SPEAKER_01: Yeah.
24:46
SPEAKER_01: All right.
24:48
SPEAKER_01: So we are giving you the chance to tell the universe of our listeners,
24:53
SPEAKER_01: which may be 60 or so,
24:55
SPEAKER_01: but whatever.
24:57
SPEAKER_01: What is the message you want them to leave with from this conversation?
25:03
SPEAKER_01: Oh, gosh.
25:10
SPEAKER_02: I think, number one, don't be afraid of AI.
25:14
SPEAKER_02: It is not...
25:15
SPEAKER_02: Here to take over the world.
25:17
SPEAKER_02: I would say that that's the big misconstruction or misunderstanding.
25:24
But let's put some structure around it and let's figure out how
25:28
we can best use it
25:28
SPEAKER_02: to increase our kiddos' engagement,
25:31
SPEAKER_02: to increase student learning,
25:33
and to make it work for us in a way that is authentic to what
25:37
we need out of our
25:38
SPEAKER_02: students and what we do every day,
25:40
SPEAKER_02: day in,
25:40
SPEAKER_02: day out as educators.
25:43
SPEAKER_01: All right.
25:43
SPEAKER_01: So thank you.
25:44
SPEAKER_00: Yeah.
25:45
SPEAKER_00: Thank you so much.
25:46
SPEAKER_01: And we'll see you next time on Asadir and Guy on AI.