Place-Based AI: Grounding Technology in the Real World

In this episode of Kinwise Conversations, host Lydia Kumar sits down with Steven Priest, Digital Learning Consultant at the Wyoming Department of Education, to dismantle the myth that rural districts are lagging in the AI revolution. Priest, a former agriculture teacher and principal, brings a unique "place-based" perspective to digital transformation, arguing that Wyoming’s high-trust, low-bureaucracy environments have allowed them to outpace national averages in AI policy adoption.

Key Takeaways for K-12 Leaders

-Agility Over Scale: Rural districts are leading AI policy adoption (56% in Wyoming vs. 31% nationally) because their smaller size fosters high trust and the ability to "fail forward" without excessive red tape.

-Mission-Driven Adoption: AI implementation must be grounded in an organization’s existing mission and vision; without this strategic anchor, AI becomes a "shiny object" rather than a tool for progress.

-The "Durable Skills" Currency: As AI handles more technical tasks, the value of human-centered skills, critical thinking, empathy, and adaptability, becomes the primary goal of modern curriculum design.

-Unplugging to Connect: Strategic leadership in AI includes knowing when to disconnect. "Place-based AI" uses technology as a hook to ground students in their physical reality, fostering a sense of purpose.

-Teacher Retention through Efficiency: AI’s greatest immediate value may be reclaiming 5-7 hours of teacher time per week, offering a powerful lever for addressing burnout and the educator shortage.

Episode Transcript

(00:00):
.0000000003Welcome to Ken Wise conversations in AI. 2 00:00:02,160.0000000003 --> 00:00:03,480 Today we have Steven Priest.

(00:03):
.0000000004Now, Steven's Resume doesn't look like the typical state level technology director. 4 00:00:08,310.0000000004 --> 00:00:12,540 His journey didn't begin in a server or a computer lab, but it started in the fields.
Steven is a former agriculture teacher and the owner of a llama trekking farm, who eventually became a principal and is now the digital learning consultant for the Wyoming Department of Education.
He has spent his career straddling two very different worlds.

(00:25):
The grounded physical reality of nature and the rapidly expanding digital landscape of education technology.
Today, we are diving into how those two worlds actually need each other.
We discuss my world districts often dismissed as being behind the curve or actually outpacing urban giants and AI innovation.
We also look at the concept of place-based AI and why the best way to prepare students for a digital future might be teaching them to unplug and watch the sunrise.

(00:53):
hi Steve.
Thank you so much for being here.
I'm really excited to hear about your story.
I know that you are someone who cares a lot about nature and who has this long history in education and who is also led on the AI front.
And so I'm curious from your perspective, what do people who are listening to our conversation need to know about you to understand who you are.

(01:16):
Well, first of all, thanks for having me.
I am currently the digital learning consultant with the Wyoming Department of Education.
prior to coming to the WDE, I have served as a school administrator here in Wyoming, an instructional facilitator in that same district, and a science teacher. 19 00:01:36,761.73016032 --> 00:01:43,151.73016032 all of those, really helped, form my view, and experience with education and educational technology. 20 00:01:43,551.73016032 --> 00:01:48,541.73016032 previous to moving to Wyoming, I served as an ag teacher in Ohio. 21 00:01:48,811.73016032 --> 00:01:58,638.84544879 here at the WDE, I lead our work on our digital learning plan, which is a, By state statute, we're required to do that every, five years. 22 00:01:59,33.84544879 --> 00:02:13,24.95092158 and that's really just a plan that, helps us, work, with our digital learning advisory, panel and council, to work with all of our stakeholders to identify strategic intents. 23 00:02:13,474.95092158 --> 00:02:19,779.18149852 For, the state level, post-secondary level, district and school levels around technology. 24 00:02:20,74.18149852 --> 00:02:24,44.18149852 and that's how I really, got to work, with ai. 25 00:02:24,384.18149852 --> 00:02:25,134.18149852 that spurred. 26 00:02:25,560.52736394 --> 00:02:38,175.52736394 My leadership on, developing our guidance for AI policy development for Wyoming, with my background as a school, administrator and also, Having my, superintendent certification. 27 00:02:38,625.52736394 --> 00:02:49,217.54616206 I then led our guidance for policy development and then I've continued, my, training and getting, certified as a director of artificial intelligence governance. 28 00:02:49,489.21282873 --> 00:02:55,819.21282873 I've always been one of those early tech adopters People, from the classroom to the principal's office. 29 00:02:56,69.21282873 --> 00:03:01,869.21282873 as an ag teacher, I was one of the pilot, teachers, for the online record book system. 30 00:03:01,982.54616206 --> 00:03:08,657.54616206 as a, School administrator, I was the tech principal that the other principals went to and asked questions. 31 00:03:08,937.54616206 --> 00:03:12,437.54616206 my goal has always been to help students prepare for their futures. 32 00:03:12,617.54616206 --> 00:03:12,707.54616206 Mm-hmm. 33 00:03:12,867.54616206 --> 00:03:16,902.54616206 and I think that comes from my background as an AG teacher and a CTE teacher. 34 00:03:17,187.54616206 --> 00:03:20,977.54616206 so I wanna help those students, really prepare for. 35 00:03:21,667.54616206 --> 00:03:35,412.54616206 A future that we may not know, what it looks like, but we need to help them prepare for that future and develop those skills, And that future may be what if a student wants to go into the military? Let's help 'em prepare for the military. 36 00:03:35,412.54616206 --> 00:03:42,642.54616206 If they want to go into the workforce, help 'em prepare for the workforce, or if they want to go into college, let's help 'em prepare for that. 37 00:03:42,922.54616206 --> 00:03:50,52.54616206 in order to help those students prepare, we have to also help our staff, be prepared with those technology tools. 38 00:03:50,57.54616206 --> 00:03:52,737.54616206 they have to be, not afraid to try them. 39 00:03:53,17.54616206 --> 00:03:58,77.54616206 have to be willing to fail, and fail forward and willing to try with those, technology tools. 40 00:03:59,242.54616206 --> 00:04:00,262.54616206 And it's cool. 41 00:04:00,347.54616206 --> 00:04:10,457.54616206 at first, when you first started telling your story, it was like ag teacher to digital learning, the digital learning leader, like having this huge leadership role in digital learning in the state. 42 00:04:10,637.54616206 --> 00:04:25,82.33137021 That feels like a maybe an unexpected transition, but it seems like the through line is career connected learning, like you're prepared, really thinking about how do you make sure students are able to have The skills they need to go into the career that they wanna have. 43 00:04:25,361.04926215 --> 00:04:32,76.04926215 I think that's the biggest thing is trying to help students, Build those skills, I think they call 'em durable skills now. 44 00:04:32,76.04926215 --> 00:04:32,396.04926215 Mm-hmm. 45 00:04:32,621.04926215 --> 00:04:37,201.04926215 we used to call 'em, employability skills or, soft skills. 46 00:04:37,201.04926215 --> 00:04:39,901.04926215 the term has changed over the years. 47 00:04:40,231.04926215 --> 00:04:46,301.04926215 but it's really the same thing, developed those skills that students need to be successful in the workforce. 48 00:04:46,556.04926215 --> 00:04:55,686.04926215 and throughout that time, whether it was an ag teacher or a principal, I've always been, attracted to technology and working with technology. 49 00:04:55,686.04926215 --> 00:05:01,396.04926215 as an ag teacher, we brought in demonstrations, of the auto steer tractors and things like that. 50 00:05:01,706.04926215 --> 00:05:09,371.04926215 we used iPods or the iPod touches, to have field guides, in nature on the iPod touches. 51 00:05:09,641.04926215 --> 00:05:14,171.04926215 Instead of lugging around 15 different field guides in our backpacks. 52 00:05:14,221.04926215 --> 00:05:21,221.04926215 we had them downloaded on some iPod touches so they could actually, reference those instead of carrying around a bunch of heavy books. 53 00:05:21,326.04926215 --> 00:05:22,676.04926215 they had those downloaded. 54 00:05:22,676.04926215 --> 00:05:25,166.04926215 So that was kind of that introduction into nature. 55 00:05:25,496.04926215 --> 00:05:31,21.04926215 For students using the technology to introduce nature and actually get kids outside and active. 56 00:05:31,331.04926215 --> 00:05:41,351.04926215 and that they also had that first, ability to use those iPod touches to take pictures and use 'em to help 'em identify, things in nature. 57 00:05:41,711.04926215 --> 00:05:53,121.04926215 Helping them prepare for what they might actually do in that career, with the technology and using that technology in the future as it adapts and being adaptable to technology. 58 00:05:53,797.98017446 --> 00:06:04,937.98017446 I mean, people may not think about using an iPod touch back then to be able to download field guides and take photos and identify different aspects of what you're doing. 59 00:06:04,937.98017446 --> 00:06:12,527.98017446 And so you were thinking kind of creatively about how you can use this technology and I bet your students are really excited too, to be able to. 60 00:06:13,47.98017446 --> 00:06:15,57.98017446 To use an iPod Touch. 61 00:06:15,57.98017446 --> 00:06:18,777.98017446 I don't know how long they'd been out then, but they were pretty cool when I was young. 62 00:06:19,317.98017446 --> 00:06:27,224.7317245 Yeah, they were pretty new and they were pretty interesting and everybody was like, oh, we can listen to songs on 'em, we can, you know, do different things. 63 00:06:27,224.7317245 --> 00:06:29,84.7317245 There's apps that you can use on 'em. 64 00:06:29,444.7317245 --> 00:06:33,244.7317245 And use technology for something that maybe we didn't always think of. 65 00:06:33,554.7317245 --> 00:06:41,770.75101064 and that's one of the big things about, you know, I've always been a proponent of getting people outside and Getting people, in nature. 66 00:06:42,20.75101064 --> 00:06:43,580.75101064 but I've also always been. 67 00:06:44,240.75101064 --> 00:06:55,490.75101064 A proponent of using technology and trying something new whether it was in the classroom or in the, administrative role or a coach role, trying something new every year. 68 00:06:55,740.75101064 --> 00:06:57,980.75101064 and willing to at least give it a try. 69 00:06:58,230.75101064 --> 00:07:12,360.75101064 and especially in nature education and outdoor education, they see technology sometimes as the bad guy or something that is, adverse to outdoor education or adverse to getting people outside. 70 00:07:12,610.75101064 --> 00:07:12,850.75101064 but. 71 00:07:13,75.75101064 --> 00:07:18,65.75101064 You can also use it as the hook to get students involved with it. 72 00:07:18,365.75101064 --> 00:07:24,185.75101064 if we didn't have enough of the iPod touches, we only had a few of them 'cause they were rather expensive at the time. 73 00:07:24,235.75101064 --> 00:07:24,565.75101064 but. 74 00:07:24,980.75101064 --> 00:07:36,820.75101064 students still had phones, that were able to take pictures and stuff, so we had students use their phones to get involved and take pictures of things outside and share those. 75 00:07:36,850.75101064 --> 00:07:44,800.75101064 one of my favorite assignments that I always did was, and students complained about it, but they enjoyed it they had to get up on a weekend. 76 00:07:45,20.75101064 --> 00:07:47,460.75101064 it was usually a long weekend, that we had. 77 00:07:47,820.75101064 --> 00:07:50,935.75101064 and they had to go out and watch the sunrise. 78 00:07:51,235.75101064 --> 00:07:55,665.75101064 And usually they had to take a picture of it so that I knew that they did it. 79 00:07:56,25.75101064 --> 00:08:01,715.75101064 they always appreciated it when they came back, they complained that they're like, I have to get up on the weekend. 80 00:08:02,165.75101064 --> 00:08:04,845.75101064 But, when they came back, they appreciated it. 81 00:08:05,145.75101064 --> 00:08:07,245.75101064 And they're like, you know what, I'm gonna do that. 82 00:08:07,650.75101064 --> 00:08:12,480.75101064 Occasionally I'm gonna go out and watch the sunrise because it was actually really peaceful. 83 00:08:12,480.75101064 --> 00:08:14,120.75101064 It was really cool to see that. 84 00:08:14,225.75101064 --> 00:08:16,75.75101064 and the other thing was to go out and. 85 00:08:16,315.23671489 --> 00:08:19,475.23671489 See what kind of nature was in their backyard. 86 00:08:19,480.23671489 --> 00:08:27,960.23671489 and we used their phones or the iPod touches or whatever to take pictures of stuff to see what nature was there and, to make that connection. 87 00:08:27,960.23671489 --> 00:08:30,630.23671489 So using that technology, to do that. 88 00:08:30,630.23671489 --> 00:08:39,360.23671489 And now AI is having an impact on that as well because they have the apps where you can identify, plants, you can identify species And so forth. 89 00:08:39,360.23671489 --> 00:08:51,65.23671489 So there's even more that you could do with that and you know, it's something that you can use that hook to get people, to make that connection to their place and kind of play space education type thing. 90 00:08:51,354.03670251 --> 00:08:57,744.03670251 I remember in college I would get up sometimes early in the morning and go watch the sunrise, and every time I did it, I would think. 91 00:08:58,384.03670251 --> 00:09:07,514.03670251 This happens every mor like something incredible happens every single morning and it's always there waiting for you and, but you have to get up and seek it out. 92 00:09:07,544.03670251 --> 00:09:15,434.03670251 And I think there's some value in like, I don't know the peacefulness of it, but for me, I always think about the value in like. 93 00:09:16,199.03670251 --> 00:09:19,829.03670251 Recognizing that there's just something incredible that's right there that we forget about. 94 00:09:19,889.03670251 --> 00:09:28,829.03670251 And what a cool assignment to push students to see that, because I bet there are people who go their whole life without making themselves get up and sit down and see a sunrise. 95 00:09:29,90.32240322 --> 00:09:40,780.32240322 I think that's the value we have With outdoor education, nature based education, or place-based education, making that connection to the real world. 96 00:09:40,885.32240322 --> 00:09:55,415.32240322 we really saw this during COVID, when people were, were making that, Making that connection to, to nature and, and see what was happening outdoors and what was going on. 97 00:09:55,835.32240322 --> 00:10:06,55.32240322 And, and I think it's important that we keep that, technology and ai, can tell us what's happening and give us answers with incredible speed. 98 00:10:06,655.32240322 --> 00:10:15,305.32240322 But when we have that place-based, anchor it, gives us that connection and tells us why it matters. 99 00:10:15,599.14147873 --> 00:10:17,279.14147873 why what we're doing matters. 100 00:10:17,279.14147873 --> 00:10:19,49.14147873 It gives us that purpose. 101 00:10:19,389.14147873 --> 00:10:21,489.14147873 it's very important to do that. 102 00:10:21,489.14147873 --> 00:10:36,869.14147873 One of the activities that I used to do, With my students was, the Loophole Education Project, where we would read the essays from a San County Almanac with Balto loop hold and they would really develop their land ethic. 103 00:10:37,79.14147873 --> 00:10:50,574.14147873 Everybody would develop their own, land ethic and that they really made their connection to place and figured out that, The land has more value to it than just a material value. 104 00:10:50,924.14147873 --> 00:11:00,514.14147873 so really making that connection and that anchor, we have that connection and we have more purpose than just data. 105 00:11:00,794.14147873 --> 00:11:03,799.14147873 we're a lot more than just data and ai. 106 00:11:04,109.14147873 --> 00:11:26,404.14147873 there's a world of infinite input, and output that we're getting from AI and technology and we can use it for a lot of things, but the wisdom and the filter that we use through play space education can ensure that our, technology serves a greater purpose for the humans and the people who live on the, on the, um. 107 00:11:26,944.14147873 --> 00:11:28,954.14147873 On, on the, on the planet. 108 00:11:29,464.14147873 --> 00:11:43,524.14147873 When you were talking, I was think it, it made me think about how AI and sometimes technology in general, but it can sort of take away your sense of place because, you know, AI is made up of all of this data from all sorts of places. 109 00:11:43,524.14147873 --> 00:12:00,43.60117757 And you can communicate with gen ai and it can be from kind of, it's this amalgamation of humans and data, which is so different from being Grounded in on the land and understanding where you are and, that connectivity. 110 00:12:00,43.60117757 --> 00:12:14,392.74201017 And so that felt profound to me when you were talking about how, you can kind of maybe create some balance if you're able to connect students to where they're from as you help them understand how to use that technology. 111 00:12:14,564.10604914 --> 00:12:19,994.10604914 That's kind of my personal belief and personal philosophy with the AI literacy. 112 00:12:20,274.10604914 --> 00:12:30,149.10604914 as we look at that value of that human centered ai, we build that human agency, so that they have that. 113 00:12:30,259.10604914 --> 00:12:51,259.10604914 Human in the loop and that they have that, value to not only them as a person, the person or the student, the teacher, whoever's using ai, but they have that, grounding to what their source of truth is and where they're getting that source of truth. 114 00:12:52,564.10604914 --> 00:12:57,274.10604914 The source of truth isn't necessarily the AI or where they're getting it from. 115 00:12:57,274.10604914 --> 00:12:59,554.10604914 They know where they're grounded to. 116 00:12:59,854.10604914 --> 00:13:06,514.10604914 So, like I said, you can use the technology to help 'em make that connection, To nature so that they can go. 117 00:13:06,514.10604914 --> 00:13:19,519.10604914 And I'm a big proponent of unplugging, and going and visiting nature and getting outside so that you can, be out there and, enjoy nature without necessarily being plugged in all the time. 118 00:13:19,832.12299761 --> 00:14:03,250.45633094 You're kind of in this interesting position where you're a state level leader and you've shared a lot of examples of how you've created this grounding for your students when you were working as a teacher or principal, as you've developed AI guidance throughout the state How have you been able to create guidance around this nature and grounding and sense of place, and what is that like? How do you get this huge group of people to kind of communicate this ethos that you have? I think the biggest thing is that we really promote anytime you're using technology that you keep the human in the loop, especially around ai, that you keep that human in the loop. 119 00:14:03,350.45633094 --> 00:14:20,220.45633094 so that You make sure that you're not, just depending on the AI output, that you have that human ai, framework, So that you value the augmentation over augmentation. 120 00:14:20,270.45633094 --> 00:14:29,720.45633094 and we really strive to build policies and practices, with the student at the center of the learning experience, to build those durable skills. 121 00:14:29,980.45633094 --> 00:14:46,695.45633094 because that's not a, a, there, there isn't any, state, state requirements, around that, or state statute or anything that requires that, So obviously that's just my personal, guidance and my personal, ethics that guides me. 122 00:14:46,985.45633094 --> 00:14:52,435.45633094 but, I do know that there are a lot of others around the state that also feel that way. 123 00:14:52,805.45633094 --> 00:15:04,50.45633094 we do have some programs that, they're currently more at, the preschool and early elementary level that really try to help students get outside and get into nature. 124 00:15:04,360.45633094 --> 00:15:09,620.45633094 hopefully we try to make that connection early, but it's not necessarily related to technology. 125 00:15:09,680.45633094 --> 00:15:09,770.45633094 Mm-hmm. 126 00:15:10,50.45633094 --> 00:15:13,735.45633094 It's more related actually, to our literacy programs than anything. 127 00:15:14,125.45633094 --> 00:15:19,465.45633094 the big thing around technology and making sure that we, try to stay grounded. 128 00:15:19,465.45633094 --> 00:15:46,200.45633094 is the human in the loop, and trying to keep everything grounded, and making sure that anything we do, when we promote, technology use or that, you're developing, an ai policy or AI guidance or anything is that you're doing it in a meaningful, way that all falls back to Your mission, vision, and goals. 129 00:15:46,650.45633094 --> 00:15:57,905.45633094 because when you're adopting any technology, if it's not related to your mission, vision and goals, then you're just going after this shiny new object and it's not doing anything. 130 00:15:58,325.45633094 --> 00:16:10,410.45633094 so that's what we really try to stress for technology is make sure that you're looking at your mission, vision, and goals, as you adopt any technology, whether it's AI or anything. 131 00:16:10,795.45633094 --> 00:16:20,695.45633094 And relate it back, so that you're, adopting this, in a meaningful, and positive way for your staff, your students, your community. 132 00:16:21,133.78966428 --> 00:16:41,553.7896643 When you're talking, do you talk with teachers and then principals and district leaders? Are you kind of speaking to different audiences, at different times? I have spoken to, different audiences, whether it's teachers, the principles, School board members, the tech directors, and, we have the same message. 133 00:16:41,553.7896643 --> 00:17:00,713.7896643 I mean, we tailor it to the different groups, but, we really have the same message that, we need to, make sure that everything is mission, vision, and goal, Driven, and that they are, working toward, making sure that they're adopting tools that, are driven by that. 134 00:17:01,111.1910093 --> 00:17:19,775.6607784 Do you have different examples? is there an example you really like for one particular audience of helping them think through this human in the loop component or connection to your mission, vision, and goals? Do like a workshop, with district leaders, usually they bring in their school leaders, and then the district leaders. 135 00:17:19,835.6607784 --> 00:17:24,835.6607784 And, they do like a team and we do have a worksheet that we work through with them. 136 00:17:24,835.6607784 --> 00:17:28,815.6607784 We send it to 'em ahead of time so they can do, Some of it ahead of time. 137 00:17:28,815.6607784 --> 00:17:40,225.6607784 And then we worked through it with them to help work through the document on making sure that they align the technology to their mission, vision, and, goals. 138 00:17:40,445.6607784 --> 00:17:42,205.6607784 there's a lot of resources in there. 139 00:17:42,260.6607784 --> 00:17:47,580.6607784 You know, goal setting and it's really just strategic planning, but it's just around technology. 140 00:17:47,960.6607784 --> 00:17:52,340.6607784 that's one of my favorite activities to do with them, when we get time to do it. 141 00:17:52,340.6607784 --> 00:17:58,145.6607784 I mean, everybody's super busy, but, it's a worthwhile activity to do and we give them the resource. 142 00:17:58,145.6607784 --> 00:17:58,635.6607784 we go in and. 143 00:17:59,115.6607784 --> 00:18:04,695.6607784 Try to walk through it with them, but then we give them the resource so they have it and they can go back and revisit it. 144 00:18:04,695.6607784 --> 00:18:06,405.6607784 And that's one of the things that we try to do. 145 00:18:07,125.6607784 --> 00:18:14,305.6607784 The kind of the last part of the activity is they try to set a date to go back and revisit it, least on a yearly basis. 146 00:18:14,665.6607784 --> 00:18:18,125.6607784 so then they can continue to, make sure that. 147 00:18:18,795.6607784 --> 00:18:25,40.6607784 The technology that they're using, that they're adopting is always, aligned to their mission, vision, and goals. 148 00:18:26,45.6607784 --> 00:18:26,825.6607784 Absolutely. 149 00:18:26,855.6607784 --> 00:18:41,680.6607784 Do you have any teachers or schools or districts who you just think have had a particularly notable or impressive approach to AI adoption and leadership? I think all of our districts are actually doing a really good job. 150 00:18:41,890.6607784 --> 00:18:42,160.6607784 That's great. 151 00:18:42,190.6607784 --> 00:18:47,920.6607784 we just did a survey, on AI adoption and where AI is, in Wyoming. 152 00:18:48,200.6607784 --> 00:18:51,260.6607784 very interesting, all of Wyoming is classified as rural. 153 00:18:51,590.6607784 --> 00:18:59,435.6607784 Wyoming is kind of a really good, study case on, technology implementation and technology use in rural areas. 154 00:18:59,855.6607784 --> 00:19:01,985.6607784 especially as we look at small schools. 155 00:19:02,15.6607784 --> 00:19:04,175.6607784 'cause we have a lot of really small schools. 156 00:19:04,565.6607784 --> 00:19:14,605.6607784 one of the biggest surprises, one of the biggest things that I was very impressed with is how much they're forging ahead and moving forward. 157 00:19:15,25.6607784 --> 00:19:18,800.6607784 According to the child trends, article and information. 158 00:19:18,800.6607784 --> 00:19:24,400.6607784 There's only 31% of us public schools that have an AI policy in place. 159 00:19:24,850.6607784 --> 00:19:40,65.6607784 But our data show that 56% of our, Public school districts have their, their policy in place already, with many others that indicated that they're currently working on their, their drafting a policy. 160 00:19:40,65.6607784 --> 00:19:53,775.6607784 Many of those were in the first reading or the second reading, or were just in their committees and ready to go out to their first reading By the end of this year, if we would've done it at the end of this year, I think that would've been a lot higher. 161 00:19:54,95.6607784 --> 00:20:01,215.6607784 we're actually a pretty good example of how rural schools are really on the forefront of innovation. 162 00:20:01,665.6607784 --> 00:20:07,915.6607784 we have quite a few schools that have just forged ahead with adopting, AI tools. 163 00:20:08,235.6607784 --> 00:20:17,620.6607784 we have some teachers that are just smashing it, knocking it out of the park with using it not only themselves, but also with their students. 164 00:20:18,70.6607784 --> 00:20:39,95.6607784 a couple of examples are whether they're using tools to take some of their classroom resources and make new, Resources for their students, whether they're using like Notebook LM to make a podcast, out of some of their resources so students can, use that as an alternative way to connect with the classroom resources. 165 00:20:39,545.6607784 --> 00:20:51,548.2340559 There are numerous examples that, they're using, not only with the teachers to save time or the administrators to save time, but now also trying to use it with their students. 166 00:20:51,598.2340559 --> 00:20:57,708.2340559 Our rural schools which is all of Wyoming, are actually really at the forefront of innovation. 167 00:20:57,708.2340559 --> 00:21:02,638.2340559 And sometimes that's not what you think of when you think of rural schools and rural education. 168 00:21:03,34.6003166 --> 00:21:21,201.08601 What do you think are the strengths of rural education that allows innovation to happen at this wide spread scale? I think a lot of times, in rural education, rural schools are, small districts and a lot of times you just have to make it happen. 169 00:21:21,711.08601 --> 00:21:27,431.08601 whatever you're doing, you have to wear many hats and get to work and, Do the work. 170 00:21:27,881.08601 --> 00:21:41,51.08601 they don't, they're willing to give things a try and, willing to fail forward many times, because they have to make things work and they're like, oh, this is something, let's give it a try. 171 00:21:41,101.08601 --> 00:21:43,451.08601 usually willing to, to try things and. 172 00:21:44,191.08601 --> 00:21:55,281.08601 Give it a test, especially when it says, oh, this could maybe save us some time or, save us some effort on some of these many hats that I wear. 173 00:21:55,641.08601 --> 00:21:59,21.08601 So they're willing to, give it a go and give it a try. 174 00:21:59,411.08601 --> 00:22:04,798.8185313 So that's, I think, one of the big reasons why they're willing to just jump in and try. 175 00:22:05,672.2803382 --> 00:22:14,642.2803382 I think sometimes people have this idea that urban schools or larger districts are so much more well resourced. 176 00:22:14,642.2803382 --> 00:22:19,502.2803382 They have so many more people that, you know, it's, you can innovate easier, but I think. 177 00:22:20,817.2803382 --> 00:22:23,847.2803382 rural schools have some real advantages. 178 00:22:23,897.2803382 --> 00:22:32,357.2803382 I talked to a couple of educators in Montana who have been really on the forefront of ai, and we talked a lot about just accessibility too. 179 00:22:32,367.2803382 --> 00:22:38,277.2803382 like in a small district, you might be able to talk to your superintendent in a large district, you may never see him or her. 180 00:22:39,67.2803382 --> 00:22:47,947.2803382 that goes a long way where, you know, in a small school, a small district, Small towns, everybody knows everybody. 181 00:22:47,987.2803382 --> 00:22:54,257.2803382 and you're gonna see your superintendent, you're gonna see your principal, you're going to know what's going on. 182 00:22:54,257.2803382 --> 00:22:56,507.2803382 You're gonna know what's happening in the classrooms. 183 00:22:56,987.2803382 --> 00:23:14,512.2803382 so the teachers can be innovative and they're supportive to be innovated because they can go talk to their principal, they can go talk to their superintendent and they can, Say, Hey, I want to try this and this is the reason I want to try this. 184 00:23:14,997.2803382 --> 00:23:18,357.2803382 and the superintendent can be like, yeah, give it a try. 185 00:23:18,637.2803382 --> 00:23:23,567.2803382 But they'll be like, yeah, give it a try, rather than, you know, having to go through. 186 00:23:24,562.2803382 --> 00:23:31,72.2803382 A lot of red tape in some of the bigger districts, there's not as much red tape to go. 187 00:23:31,127.2803382 --> 00:23:38,2.2278385 I think I used an example one time with somebody, as a principal, if I had something break, we were a small district. 188 00:23:38,2.2278385 --> 00:23:43,407.2278385 If I had something break or go wrong, I could call my business manager and say, Hey. 189 00:23:44,532.2278385 --> 00:23:46,482.2278385 We need to get this taken care of. 190 00:23:46,512.2278385 --> 00:23:50,469.6816832 And they were like, okay, take care of it. 191 00:23:50,829.6816832 --> 00:23:52,779.6816832 And I would take care of it. 192 00:23:53,379.6816832 --> 00:23:55,629.6816832 that's doesn't happen in big districts. 193 00:23:56,79.6816832 --> 00:24:04,749.6816832 There's this trust and this relational aspect because you all have to know each other because there, there aren't an infinite num of people to know. 194 00:24:04,749.6816832 --> 00:24:12,269.6816832 I was talking with someone who was, a superintendent of a school that had 25,000 employees and you just can't know 25,000 people. 195 00:24:12,269.6816832 --> 00:24:17,509.6816832 And so, depends on, you know, it matters where, where you're at for you to. 196 00:24:18,79.6816832 --> 00:24:24,719.6816832 In terms of being able to know, to know people and, thinking of, of knowing people and there's such a human aspect. 197 00:24:24,929.6816832 --> 00:24:28,859.6816832 I wanted to ask you a little bit about the human intelligence movement. 198 00:24:28,859.6816832 --> 00:24:30,299.6816832 I know you've been involved with that. 199 00:24:30,599.6816832 --> 00:24:42,89.6816832 Do you wanna, is there anything about your work with hu, the human intelligence movement that you wanna share? How does that inform your work? So I found the human intelligence movement, I don't even remember how I found it now. 200 00:24:42,89.6816832 --> 00:24:45,579.6816832 I think it was on LinkedIn or online somewhere. 201 00:24:45,829.6816832 --> 00:24:58,159.6816832 I researched 'em a little bit and, it spoke to me because of doing my work with ai, especially around our guidance document and our work with, governance for the school district and policy development. 202 00:24:58,529.6816832 --> 00:25:12,694.6816832 and everything that we were talking about with our guidance document and so forth was that human centered ai, and making sure that we keep humans in the loop, and making sure that we always, focus on. 203 00:25:13,864.6816832 --> 00:25:19,834.6816832 Keeping and prioritizing that, that human, activity. 204 00:25:19,954.6816832 --> 00:25:25,904.6816832 Anytime you're using ai, you're not just trusting the AI to do the work. 205 00:25:25,904.6816832 --> 00:25:29,224.6816832 you're keeping that human, aspect to it. 206 00:25:29,854.6816832 --> 00:26:01,264.6816832 the humanness, of Being human in an AI world, is the fact that we've been working on, some courses, for our students to show that they have, those durable skills, some courses so that the students can, earn micro-credentials to show, that they have those durable skills, for employers, whether that's critical thinking or adaptability or, whatever We're working to, make sure that we have those all identified, very well. 207 00:26:01,314.6816832 --> 00:26:10,534.6816832 For at least our Wyoming students and our Wyoming employers, that they can, demonstrate those skills and show that they have those skills. 208 00:26:10,774.6816832 --> 00:26:23,584.6816832 So that's what really resonated with me was, we want to make sure that we value those skills, that we value what it means to be human in an AI world. 209 00:26:24,529.6816832 --> 00:26:33,637.4540154 What are the skills you're prioritizing, what are some examples of those different skills? I've, gravitated toward the research, committee. 210 00:26:34,27.4540154 --> 00:26:48,907.4540154 But, the reason I've been involved with the research committee is just because of my personal research and my, Activities that I've been doing, for my dissertation and so forth, around, AI in Wyoming. 211 00:26:49,337.4540154 --> 00:26:53,437.4540154 and looking at, the AI use in Wyoming and so forth. 212 00:26:53,817.4540154 --> 00:26:58,807.4540154 it kind of ties right in with that research for, the research committee and everything. 213 00:26:58,897.4540154 --> 00:27:03,457.4540154 So, you know, I'm very interested to see, not only the. 214 00:27:03,612.6801924 --> 00:27:09,352.6801924 Impact of AI on student critical thinking, student achievement, et cetera. 215 00:27:09,352.6801924 --> 00:27:22,422.6801924 Also, teacher workload, teacher retention, those aspects, you know, if we adopt these tools, is there a, potential impact on things like that? there's been some research that have shown that there's a. 216 00:27:22,841.6468527 --> 00:27:28,601.6468527 Potential, time saving for teachers of, I wanna say it was five to seven hours. 217 00:27:29,21.6468527 --> 00:27:38,721.6468527 but does that turn into, a shift For teacher retention because we know that, workload is one of the reasons that teachers have left the profession. 218 00:27:38,961.6468527 --> 00:27:49,501.6468527 Does that turn into more teachers staying with the profession? We don't know right now, but there's a lot of potentials for more research there. 219 00:27:50,211.6468527 --> 00:28:03,781.6468527 those are good questions to be asking and teacher retention is such an important thing for us to be thinking about and that time saving, depending on who you are, it might come into developing more intentional assignments. 220 00:28:03,781.6468527 --> 00:28:06,271.6468527 I talked with an educator this week who. 221 00:28:07,31.6468527 --> 00:28:13,771.6468527 uses a lot of AI tools in his classroom, but he also does a lot of work to set students up to learn more. 222 00:28:13,771.6468527 --> 00:28:18,871.6468527 And I think there are gonna be teachers who are able to save time and that's gonna be the most important thing for them. 223 00:28:18,871.6468527 --> 00:28:21,31.6468527 And there are gonna be teachers who are able to. 224 00:28:21,606.6468527 --> 00:28:25,836.6468527 Almost multiply themselves in the classroom using AI tools. 225 00:28:25,836.6468527 --> 00:28:28,776.6468527 And that might lead to great results for students. 226 00:28:28,776.6468527 --> 00:28:31,626.6468527 And I think there's value in both of those things. 227 00:28:31,686.6468527 --> 00:28:33,126.6468527 But it was interesting. 228 00:28:33,126.6468527 --> 00:28:40,496.6468527 I'll send you that episode once it's out, Steve, Just how much work, this guy Scott Kern puts in, but then the results are really great. 229 00:28:40,546.6468527 --> 00:28:40,846.6468527 okay. 230 00:28:40,846.6468527 --> 00:29:05,140.3077143 Well, I always end on this last question I'm gonna ask you, and it's when you think about artificial intelligence, what is your greatest hope or what gives you hope? And then what's something that you're most worried about right now? I think my greatest hope is that we will be able to really transform education. 231 00:29:05,975.3077143 --> 00:29:17,250.3077143 we have been talking about personalizing education for years and truly personalizing and differentiating, et cetera. 232 00:29:17,700.3077143 --> 00:29:25,210.3077143 this has the potential to really allow us to. 233 00:29:26,750.3077143 --> 00:29:33,935.3077143 personalize and differentiate and transform education for the better. 234 00:29:35,15.3077143 --> 00:29:47,315.3077143 If it's used correctly, if we really take the time to do it now there are data privacy concerns governance concerns, et cetera, but I think we can overcome those. 235 00:29:47,945.3077143 --> 00:29:56,615.3077143 So there's a lot of potential there if we really, truly rethink what we're doing with assessment and everything else. 236 00:29:56,615.3077143 --> 00:29:58,745.3077143 I think my greatest hope is that we. 237 00:29:59,301.5020425 --> 00:30:06,281.5020425 Grab onto the opportunity to rethink what we're doing in education 'cause I think we could really transform education. 238 00:30:06,685.7473794 --> 00:30:39,164.3684301 Some of my concerns, I guess are where are we headed? what does, the age of artificial general intelligence or artificial super intelligence, what does that mean for education and even for society as a whole? are we going to, is the job displacement and the job creation? Is that going to actually even out, like depending on what, you read, job Displacement's gonna outweigh job creation. 239 00:30:39,164.3684301 --> 00:30:44,574.3684301 Other, sources say job creation's gonna out pay, paste, job displacement. 240 00:30:45,24.3684301 --> 00:30:52,504.3684301 so what will that future look like with a GI, depending again on what source you look at is, expected in the next. 241 00:30:53,179.3684301 --> 00:30:55,9.3684301 Five or so years. 242 00:30:55,429.3684301 --> 00:30:59,859.3684301 it's interesting to think about, some of the scenarios are very scary. 243 00:30:59,859.3684301 --> 00:31:01,649.3684301 Some of them are kind of interesting. 244 00:31:02,169.3684301 --> 00:31:11,179.3684301 those are some of the concerns or I guess maybe curiosity questions that I have about, what the future holds. 245 00:31:11,884.3684301 --> 00:31:26,914.3684301 Absolutely that mix of, we have an opportunity to reimagine what's possible because the artificial intelligence is forcing, I think, a lot of educators to rethink assessment and rethink the, you know, the way we spend time and the choices that we make. 246 00:31:26,914.3684301 --> 00:31:36,834.3684301 But at the same time, what does that mean for the jobs of the future and what students are actually, walking into? And there's a lot of promise and a lot that's not known yet. 247 00:31:39,644.5775266 --> 00:31:43,574.5775266 I am still thinking about how much I love Steven Sunrise assignment. 248 00:31:43,604.5775266 --> 00:31:50,264.5775266 The idea that before we ask students to connect with a global network, we should ask them to connect with where they are standing Right now. 249 00:31:50,444.5775266 --> 00:31:56,164.5775266 it's a great reminder that human in the loop isn't just a compliance term, but it's about maintaining our sense of purpose. 250 00:31:56,434.5775266 --> 00:32:02,464.5775266 For those of you leading districts, Steven offered a crucial strategic insight, agility, beat size, Wyoming's. 251 00:32:02,464.5775266 --> 00:32:05,104.5775266 Rural schools are moving faster on policy and adoption. 252 00:32:05,404.5775266 --> 00:32:08,284.5775266 Because they have high trust, low bureaucracy environments. 253 00:32:08,524.5775266 --> 00:32:23,494.5775266 As you look at your own strategy, ask yourselves, are you creating enough space for your teachers to experiment? Or is red tape stifling the very innovation you're trying to support to connect with our community and engage with services that support thoughtful conversations like this one, please visit ken wise.org. 254 00:32:25,822.0939128 --> 00:32:30,475.3100096 If you like the show, the best way to support is to subscribe, share with a friend, or leave a quick review. 255 00:32:30,805.3100096 --> 00:32:36,475.3100096 Thanks again for listening to Kin We Conversations, and until next time, stay curious, stay grounded and stay kin.