EDT117 Accessibility Tools with Adam Juarez and Katherine Goyette; MagicSchool, Goblin Tools, Diffit, Perplexity, SchoolAI, and more

Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(00:00):
Today on the educational duct tapepodcast, I'm joined by the dynamic husband
and wife duo, Adam Juarez and KatherineGoyette, better known as AdaKat, they
are the coauthors of the complete edtech coach, and they are leaders in
educational technology integration.
And together, we're goingto tackle the question.
What.
What tool or strategy would you useto create a more flexible, accessible,

(00:23):
and differentiated learning experience?
We dive into voice typing and GoogleDocs, accessibility features in Quizizz,
as well as Mote, Immersive Reader.
Goblin tools, mirror talk, and more.
Plus we explore AI powered tools likeperplexity AI, diffit, and schoolAI, as
well as creative solutions like imagegenerators in Canva and Adobe express.

(00:46):
And before we wrap it up, I alsoshare some exciting updates, including
interactive charts in Canva, new mathand ELA certified content in Pear
Deck and the launch of Google vidsfor Google workspace for education.
Let's get into it.
The first time I ever drove a car, Iwas 16 years old, I was in my dad's 1987

(01:08):
Chevy S10 pickup, and I was eager to learnand maybe impress a date for homecoming.
We had a long driveway on a dead endstreet, so my dad had me practice
going up and down, turning around,and doing it all over again.
Everything was fine.
Until he told me to park.
Instead of stopping, the truck leapedforward and slammed into our garage wall.

(01:31):
Turns out I had one foot on the gasand one on the brake at the same time.
But I didn't realize it then.
I didn't learn it When ithappened, I didn't learn that
was a problem, then I learned itfrom reflecting on it afterwards.
And that's exactly what MirrorTalk.AIby Swivl today's sponsor is all about
helping students and teachers growthrough reflection, MirrorTalk.AI

(01:55):
guides, spoken AI powered reflectionsto help students process learning
and give teachers real insights.
It works on iOS, Android web and mirrorhardware, making reflection easy.
Anytime.
Want to try it?
Reflect with me at bit.ly/reflectwithjake.
That's bit.ly/reflectwithjake, all oneword and join my group to complete a

(02:22):
quick reflection and you could win aone year mirror talk pro subscription
and a poster pack for your classroom.
Welcome in, Duct Tapers!
I hope that you are doing well,whether you are a long time

(02:45):
listener of the show, or you'retuning in for the very first time.
Welcome in!
My name is Jake, I am a personalizedlearning and ed tech specialist,
nerdy guy, and former middleschool teacher from O H I O, Ohio.
And by joining me here today, youare Are officially a duct taper.

(03:06):
That means you're on board withthe educational duct tape metaphor,
which I say means seeing educationaltechnology, not as the end goal, but as
a powerful tool like duct tape that weuse to solve problems, achieve goals.
And meet learning standards.
You know, my goal is to bring anepisode to you weekly, sometimes with

(03:27):
an interview and sometimes withoutan interview, uh, I missed last week.
Oopsies.
Uh, but I hit the last twoor three weeks before that.
So three out of four, ain'tbad or something like that.
I'm not sure what it was.
Maybe four out of five, whoknows, but I aim for every week.
And I hope that you will subscribeso that you don't miss any.
Before we start, I want to givea huge shout out to some amazing

(03:47):
members of the hashtag edu ducttape community over on Bluesky.
These awesome educators have been engagingwith a show, sharing their thoughts
and joining the conversation on thisnew, exciting social media platform.
That is Bluesky.
A big to Dean Meyer, Merav Anafi, uh,@Lausensei I hope I'm saying that right.

(04:11):
Adam Sparks, former guest of the show.
Andrew Robitaille, I know you inperson, but I'm not sure how to
pronounce your last name, buddy.
I'm sorry.
Eric Guise.
Dan Gallagher.
Molly Klodor.
Dan Fitzpatrick.
Cameron Ross.
Dr. Brennan.
Les Dinerstein.
Les?
Same thing, buddy.
We've had lunch together.
Dinerstein.
I think it's Dinerstein.

(04:32):
I don't know, but thank you for,for connecting with the show.
Les, uh, Stacey joy, Bryon Carpenterand the one and only Dr. Sarah Thomas.
Thank you all.
They are now officially.
In my Bluesky hashtag edu duct tape listso that we can all go connect with them
and follow them and kind of have ournice little community on there's that

(04:52):
list is there it's on my Bluesky profileyou can find it and follow those folks
and if you would like to be in thatlist and be mentioned here in the show
it's easy just join the conversation onBluesky use the hashtag edu duct tape
i would love to give you a shout outand include you in that list so much

(05:23):
Last week, my oldest songot his learner's permit.
That means he is officiallyold enough to start practicing
driving with my wife and me.
Let's just take that amoment to let that sink in.
I had three immediate thoughts.
Wow, what an exciting milestone.
How am I old enough to havea 15 and a half year old?

(05:43):
And Wow, this is terrifying.
The idea of teaching him todrive feels overwhelming.
He's a teenage boy and he comeswith all of the hallmarks of
teenage boy decision making.
And I'm supposed to teach him howto merge in the highway traffic?
How to parallel park?
But then I stopped myself.

(06:04):
Look at what we've already accomplished.
This is the same kid who rides hisbike to school when the weather's good.
Manages his own homework.
Keeps track of his own baseballschedule and even does his own laundry.
We taught him how to make scrambledeggs and load the dishwasher.
We survived years of changingdiapers and doing late night feedings
and surviving toddler tantrums.

(06:26):
And so many first days of school,we made it through all of that.
And if we can handle that,we can handle this too.
It's funny how that we dothis to ourselves, right?
Every new challenge feels massive.
Like there's so no way thatwe could possibly do it.
But then.
We figure it out just like we always have.

(06:46):
This reminds me of a great comic byLiz Fosslein and Mollie West Duffy.
In it, it shows a person standing ona staircase, staring at three steps in
front of them and saying, I'm still sofar from the top, but when the image
zooms out in the next frame, you see,they've already climbed dozens of steps.

(07:07):
The message we spend so muchtime stressing over what's ahead.
That we forget to thinkabout how far we've come.
It's the same in education.
Ten years ago, Google Classroomfelt impossible to many educators.
A few years before that, usingChromebooks seemed crazy.
More than two years ago, theidea of using an AI tool like

(07:30):
ChatGPT was downright scary.
But now, we've taken those steps.
Why can't we take the next ones too?
So, yes, the next big thing, whetherit's AI or a new instructional
strategy or whatever else iscoming, it might feel daunting.
Take a breath and look back.

(07:52):
You've tackled massive shifts beforeand you've come out stronger every time.
And when you do, you'll turn around,look at all of those steps behind you
and say, wow, look at how far I've come.
All right, today's guests, plural,are our first, Adam Juarez, who

(08:16):
is an educational technology andintegration studies consultant for the
Telaire County Office of Education.
He supports teachers throughindividualized coaching Demo lessons
and professional development.
Adam is a Google certified trainerand innovator, a CUE Board member, a
2022 ISTE featured voice and co-authorof the complete ed tech coach.

(08:40):
Our second guest is the otherco-author of the complete ed tech coach
Katherine Goyette, who is an author,learner, and educational leader who
advocates for inclusive educationalopportunities for all students.
Within the communities they reside.
She is, as I mentioned, the coauthor ofthe complete ed tech coach, an organic
approach to supporting digital learning.

(09:02):
Katherine was a primary writer forCalifornia's inaugural computer science
standards, and has been a keynote speaker,a featured presenter, and a panelist
for organizations across the globe.
On a variety of educational topics.
And in the show notes, I'll haveboth of their, handles and links and
everything for X and Bluesky and TikTokand Instagram and my space and email

(09:24):
and websites and all of the things.
So you can reach out to them, butmore importantly, the show notes
here, actually in the episode areAdam and Kat otherwise known as.
AdaKat.
Do you say "add a cat" or "ate a cat?"
do you best
Okay, it's "add a cat."
I mean, it looks like it shouldbe "ate a cat," even though
your name is not "Ay-duhm".
It's Adam.
How are you guys doing today?
We're good.

(09:45):
We're good.
It's, uh, almost vacation.
Yeah, almost vacation for us.
So, but yeah, having a good time.
It was a computer science educationweek last week, so that was exciting.
That's
you guys are giving everybody a peekbehind the curtain that it's December.
They're like, I know it's December causeit's computer science education week based
on the, the birthday of, Grace Hopper.

(10:05):
Right.
But yeah, it takes Jake a littlewhile to edit these things.
Yeah.
So yeah, currently we're recordingin December and here in Ohio.
so far today, it is just afternoon.
I started off with a, Adam iscovering the M on his shirt.
He's unfortunately got on a Michigan shirtright now, which I'm not happy about.
Um, but currently here in Ohio,we started the day off with

(10:26):
clear skies and about 40 degrees.
and then within an hour, it was absolutelypouring rain and about 30 degrees.
And then shortly thereafter, it waslike Christmas movie snow, like,
like the perfect giant snowflakeslook like when we're in a snow globe.
And then an hour later, it was backto rain and there was no sign of
snow on the ground, just slush.

(10:47):
And now it's doingneither of those things.
Like this is life in Ohio.
Have you guys had any of thoseseasons happen where you are today?
Not today.
Here in Central California,this is the fog season.
So that's,
it's like 40 degrees and you can't seemore than a, uh, in a lot of places.

(11:08):
A
lot of foggy days.
Yeah.
hold your hand out in front ofyourself and you can't see it.
Uh,
some
places.
Yeah,
I think I would takethat right now over Ohio
right.
Yeah, certainly.
so we were reminiscing as we signed onbefore we pressed record about 2019 ISTE.
That was the first time I met Adam andKatherine and I think the last time I've

(11:29):
seen you guys in person, was 2019 ISTEin Philadelphia, which was, we didn't
know, we didn't know in 2019, those
were the days we didn't know how Uh,magical and wonderful, life and, traveling
to ed tech conferences was then, and thenthe world changed, less than a year later.
Right.
but yeah, great toreconnect with you guys.

(11:50):
We, so we were talkingabout, the first night out.
At least for me in ISTE that year.
and I felt like it's a long listof people who have been on this
podcast before and people whoshould be on this podcast, right?
So they were, there wererepresentatives from some locations
outside of California, which were me.
And I remember Eric Curts.

(12:11):
We were standing on a patio inPhiladelphia and Eric pulled up in a, just
suddenly out of the blue in an Uber andEric walked out and we're like, it's Eric.
And Jen Jen Giffen, I thinkwas the organizer of the day.
or at least that's how I endedup there with, she messaged me.
And I remember Sylvia Duckworthwas there as well, at least
at the beginning of the night, they were
our representatives from,from the great North, right?

(12:32):
and Jen, actually, we in the same hotel.
We were, their room wasright next to ours, actually.
How fun that's, what'sgreat about ISTE, right?
Um, And then everybody else, itseems like, was from Florida, right?
There was like, there was like thewhole CUE cohort was there with us.
Not Florida, California, sorry.
They're the same state, right?
No, I'm kidding.

(12:52):
Everybody, everybody elsewas CUE representatives.
There were all of you guys there together.
you guys, Joe Marquez, Paul Gordon, Jesus.
I think Brian Briggs wasthere, but I don't remember if,
um,
Ryan
I don't remember, I
don't think I was there for that.
Are they allowed to appearat places separately?
Is that
I don't know.
Wow.

(13:12):
that's rare.
That is rare.
that was a sighting and
Oh, that was such a fun night.
And like, I was like, thatwas my very first ISTE.
And I was like, is ISTE always this crazythat you get to meet all these people
you've talked to all this time online?
And it's
kind of kind of true.
It kind of is it that's the that'swhy I never want to miss at ISTE ever

(13:34):
is because of the connectionsbecause I'll see people from
California, but all of these contactslike yourself from across the US
Yeah.
is just is.
All coming at one intoone place to connect
is an incredible experience.
So that's the main reason I goto ISTE to be completely honest.

(13:54):
Yeah.
It's those interesting connections.
Like these people that you'veknown, I followed you for
years before we actually met
in person and then you get to meet,like for me, like it's a fan boy.
Moment like
I get to say, Hey, well, I thankyou for sharing this resource.
I really liked it.
And a lot of the people thatyou meet, they're just like me.
I share things and I don't knowwho's actually really seen it.

(14:15):
It doesn't seem like a big deal to me,but then like you get to appreciate
someone for what they shared.
and then people come up to me who I'venever met, like, Oh yeah, I followed
you and they'll tell me about one thingthat I shared that I forgot about, or
something that I just want todo a part of my job and, you
know, It resonated with them.
So it's very affirming and thenreally cool just to give gratitude
back to the people that in my PLNthat I've been able to learn from

(14:36):
Yeah.
I 100 percent agree.
Cause it's both ways where you'regetting the affirmation of the things
that you've done and also seeing peoplethat you're like, Oh, that one blog post
you did or that episode or your book orthat one speech you gave or whatever.
Yeah, it's cool.
but anyhow, enough talkingabout our conference history
and all that kind of stuff.
what I'd like to do right now.

(14:58):
Is play a little game.
So listeners to the educational ducttape podcast know that I normally
play one of two games, which areeither, which of the following is
less torturous or the more commonone, which is two truths and one lie.
But real old school listeners knowthat when there's a duo on the show.
I play my own version of the newlywedgame, which I've played a couple times.

(15:22):
And so we've got to play it withyou guys because you are co authors
and you are officially AdaKat.
are you comfortable with this?
that's absolutely.
Yeah.
And
we do live pretty closely.
So we, we are married.
So we'll see how this goes.
Yeah.
I love that you guys, not only do youhave a couple name, like everybody's

(15:43):
got to have a couple name, right?
But you've got, it's like yourconsulting team and it's your name here
in squad cast where we're recording.
Right.
So we'll see, if you, how wellyou guys truly know each other,
you're not newlyweds anymore,
but we're going to playthe newlywed game together.
So what I'm going to do here,
cause you guys are in the sameroom as I'm going to, who's
going to leave the room first?

(16:03):
Who's going to, who's leaving?
Okay,
Adam, Adam's going to leave.
Make Alright, Kat, so I'mgoing to ask you two questions.
First, I'm going to ask youthese questions about yourself.
And then I'm going to ask you thesame exact questions about Adam.
Okay?
So, my first question, we're going to seehow well you guys know each other here.

(16:26):
My first question, is he outof, is he out of earshot now?
He's out of ear shot.
And I want the listeners toknow that you did not give us
these questions ahead of time.
So
this is definitely a test.
I did not.
I want to know who was your favoritemusical act, band, group, singer,
whatever, when you were in high school.
Oh

(16:46):
Gotta pick one fromyour high school years.
in high school, I'm going to say Tupac.
Tupac.
Nice.
That, you know what, he'd be prettyhigh on my list from high school
too, when all eyes on me came out.
Right.
okay.
California.
So, there's that too.
California love.
That was like your
theme song, right?
Okay.

(17:06):
Now I'm going to ask you thesame question about Adam.
What do you think Adam's going to say?
He's probably going to say Wu Tang.
Wu Tang.
That would
be my other one.
I was a huge Wu Tang fan.
especially the early partof my high school years.
okay.
We'll see how he doeswhen he comes back in.
now my second question, alittle bit more serious.

(17:27):
What is your education superpower?
So it could be for like being in theclassroom or supporting teachers or
your understanding of pedagogy oryour understanding of tech tools.
What do you think your superpower is?
What do you bring to the table?
I think what I bring to the table is,I just don't take no for an answer when

(17:47):
it comes to advocating for students.
So, which, you know, sometimespeople don't, always appreciate,
but, you know, it's about the kids.
So if someone tells me, no, wecan't do that, I'll ask why.
And I'll go ask someone elseand someone else until finally
we can get the support we need
for students.
So.
What a good answer and not aprepared answer Like I literally

(18:08):
just asked that question.
Like I felt a
little bit bad because it wasa hard question and you were
it was, it.
was a tough one.
True.
Wow.
And that was a good answer.
Like, you're not gonna look back on thislater and say like, why did I say my
superpower is using the copying machine?
Like .You're gonna be like, mysuperpower is advocacy for students.
Like, you're never gonna regret that one.
That's a good one.
good answer.
Okay, so what is Adam'seducation superpower?

(18:32):
I would say, really connectingwith, students in regards to
like their lives, like making
content relevant for them.
what they actually care about
hmm.
don't always care about, you know, hetaught history, social studies, right.
And a
lot of kids.
That's not their interest.
but he made a really good, he has likehashtag learning is one strategy he

(18:57):
uses where they come up with a hashtagfrom something from their life that
relates to the content.
And there's a blog post on itif anyone's interested, but,
yeah, so those connections.
Another good answer.
Look at that.
We're advocating for students.
We're connecting with students and we'remaking the work relevant for the students.
You guys are like, thisis my jam right now.
Oh yeah.
Well, that's why we're here.

(19:17):
We,
we, we want to, we want to talkwith you because we know you
were on the same page with us.
Yes.
Right.
Like my jam in high schoolwas either Tupac or Wu Tang.
My
jam right now.
is advocacy for
students,
There we go.
and relationships.
You got, like, nailed it.
Okay, so we're gonnahave Adam come in now.
You could stay and listen.
You've just got to, like, no, nocuing or anything like that when he

(19:40):
Oh, I stay.
Okay.
You could stay, yeah,
because he's, because you've answeredboth sides of the question now.
All right.
Let me let him know to come back,
back in?
Alright, Adam.
Katherine is to stay and see, and she'sgoing to be silently judging you while you
I'm going to look away.
Okay.
She'll just want to give a tell.
Okay.
So I'm going to ask youtwo different questions.

(20:01):
I'm going to ask them aboutyou and then about Kat as well.
And you're going to answerthem from both of those.
So my first question is what wasyour favorite musical group or band
or act or, singer, rapper, whatever,when you were in high school?
Wu-Tang
Well, there it is.
And Katherine, what was your answer?
nailed it.
Yeah, I knew she'd get that one.
Wu Tang for life.

(20:22):
Wu Tang is for the children.
That's
I have I have a t shirt thatsays Wu Tang is for the children.
And my kids are
Oh, no, CUE Tang.
Did you ever get
the CUE-Tang one?
I know.
I, yeah, you guys are inqueue with the CUE Tang Ohio.
Like we can't do that.
Like, how are we going to, how are wegoing to fit Wu Tang in an Ohio name?
We can't.
That actually was born with me andEddie Campos years ago when we work

(20:42):
at the same school, just sittingthere eating burritos for lunch and
just kind of just riffing like that.
We just said that just as a joke.
And then we kind of stoppedlike, Oh, we're on to something.
And then Eddie went outand made all the merch and
Yeah, I remember.
I've seen the merch.
That's cool.
I need some of those stickers.
you had me at burritos, but thenyou really won me over CUE Tang.
The CUE Tang clan.

(21:03):
Alright, so my next question is,what was Kat's answer for herself?
What was her favorite musicalact when she was in high school?
Musical act.
Wow.
that's a tough one.
She's a, she likes a veryeclectic mix of music.
So there's a lot of directions I can go.
wow.
He's, like, for the listeners,what you can't see is that Adam
is sweating profusely right

(21:24):
now.
Like, you could see it dripping downhis face, like, in that one gif.
I know she shares a similar affinity tome for all things, Dr. Dre from the 90s.
but I can also say she mightsay something, some kind
of like a Disney show tune.
It's gonna be one of those
two, but I think I'm gonna, since we'rethinking back to teenage years in the

(21:46):
90s, I'm gonna have to go with the Dr.
Dre.
Uh, okay.
Katherine, Katherine, give him agrade and tell him how'd he do.
Would you
That was, I mean, it was close.
it was close.
So I will say, as you were talkingabout my eclectic sense of, taste in
music, that's why it took me some timeto even answer to be completely honest.
and yeah, Dre is definitely,up there, but I did say Tupac.

(22:07):
Okay.
I was there.
I was in the right genre.
I was
But we, we did talk about CaliforniaLove and All Eyes on Me album, which was
Death Row Records and Dr. Dre was on oneof the songs and produced some of them.
So I think you get, I think youget 75 percent points for that.
think so.
I'll take it.
It's passing, right?
That's passing.

(22:28):
Nice.
Okay, my second question.
What is your education superpower?
So what is like, if you're puttingon the top of your resume, what makes
you special in the education communitycould be in the classroom, could
be how you show up with teachers.
It could be your knowledge of pedagogyor ed tech or curriculum or whatever.
what is your superpower there?

(22:49):
What do you bring to the table?
I think mine would be to buildteachers from where they're at.
I mean, with edtech, obviously, butyou know, just whatever your teacher
toolbox is, I want to build from thereand we're going to upcycle from there.
That's kind of what I try to do.
Meeting them where they are andtaking them to somewhere within

(23:09):
their zone of proximal development.
Right?
I like that.
that was not the answer that Kat gaveabout you, but that was a really good one.
What do we,
I did think about it.
I
will say I considered it.
Kat, do you want totell him what you said?
Sure.
I talked about connecting with students.
So making the content actually,you know, something that connects.
So I focus more on thecoaching consultant.

(23:31):
Right.
Okay.
Right.
In the
classroom.
Yeah, I would agree.
that's what I've tried to dowhen I'm in the classroom.
So
I love both of those answers though.
They're both really good answers.
Okay.
What do you think is Kat'seducation superpower?
Okay.
there's a lot there.
It's hard to really hone in on one.
Oh, that was, that was, thatwas either being really nice
or trying to get out of knowing the right

(23:52):
He might be stalling,
but that's the right
do, we do share pretty much the samephilosophy on this, but I would say,
um, just currently based on her job now,it's bringing computer science to the
masses and showing how beautiful it isand how it's not just for CS people and

(24:13):
like coding, there's so much more to it.
That's what she's doing.
So that's where I'm going to go with this
That, that is definitely a superpower.
And as one of the primary writersfor the, for California's inaugural
computer science standards, Ithink that definitely is valid.
And I think it actually kind of connects
to what, to what you said.
I
it kind of does.
So, what I said was, I justdon't give up on, on students.

(24:37):
So if someone tells me no,then I ask a different way or
I ask someone else or whatever.
And I ask, keep asking why, why, why.
And, so that's like the computerscience, you know, because
you advocated for computer science
for
advocated and supported legislationto, You know, try to get a
graduation requirement going.
Didn't pass, went to all highschools offered, didn't pass.

(24:58):
We're trying again.
We're going to otheravenues, like not giving up.
there it is.
I think you guys passed.
I think that's like, I'll addin post edit some music here.
That's you guys celebratingyour win on the newlywed game.
But I think this was agood showing for you guys.
I think you should giveyourselves a pat on the back.
I think you did well there.
What do you think?
I think you did good.
I think it was good.

(25:18):
it was fun too.
So now we're going to take youradvocacy for students Kat, and we're
going to put that into our educationalduct tape question for today.
So, in educational duct tape, whenwe think about educational duct tape,
we're always trying to think about.
Not just what's the technology.
We're trying to think, what are we tryingto achieve what's the teacher trying
to do often for the learners, but itcould be a curriculum thing or a thing

(25:41):
that's really student facing, but ateacher task teacher need a teacher goal.
And how can we have ed tech support that?
Okay.
So my specific question today iswhat tool or strategy would you use?
And this is going back to thatadvocacy piece to create a more
flexible, Accessible and differentiatedlearning experience for learners.

(26:02):
So it really is the heart ofUniversal Design for Learning.
So what we're thinking about, what arethe things that some of our learners
might need that we can make availableto everybody universally available to
make things more flexible, accessible,and differentiated to their needs.
I'll let you guys decide who'sgoing to talk first, but we'll
see what are your recommendations,uh, for what you'd use there?

(26:24):
Well, we had quite a few.
I'm actually today.
I'm working on putting the finaltouches on a kind of like the 2.
0 version of a two day workshop.
I'm going to be co facilitating withone of my fellow E. L. D. consultants
over here at the county office.
And this workshop is, it's AI anded tech to support English learners.

(26:45):
So, in California, we have the exam, whichis designed to designate and hopefully
redesignate our English learners.
And there's a lot of toolsreally, we're focusing on a lot
of different AI and tech tools.
They're going to give, not only helpgenerate resources to make them successful
in the ELD class and when they preparethem for the ELPAC exam, but also make

(27:06):
content much more, Much more accessible.
It doesn't have to be anything fancy.
People think there needsto be some fancy tool
and there's a lot of tools that theyalready know how to use with features
hiding in plain sight, that we tryto focus on that you can use this to
really help give your English learnersaccess regardless of their language.
And
I will say, Jake, one of thesethings that I do feature you.
In one of my slides,

(27:26):
you put out a gif months agoshowing, I use a gif that
you posted that shows, how to
use Google Docs voice typing
Oh,
they can use that, especially when it,when it comes to things like decoding and
stuff and enunciation of words, and sothe kids can get that real time feedback.
So that's just one simple way.
like
in this workshop, I feature a lot ofQuizizz, because a lot of the districts

(27:48):
that I support, they have the premiumQuizizz, which allows you to do a lot
more than the free, especially with thevoice input for both the teacher and the
student, that can be adapted to a lot ofthe listening and speaking tasks, that
our English learners have to engage in.
so those two right there, Moteis another one that, teachers.
Don't even realize exists.
And I show how you can use that toreally, cause you may have a, an English

(28:09):
learner who struggles decoding maybethis piece of text or these instructions,
but if they click the little Motebutton and they hear it read to them,
okay, now I better understand it.
Um, the quite a few other little simpletranslation tools to help, You know
ELs, access, you know, certain textin, in both English and their language.
I like to do like a sideby side translation model

(28:29):
where they see them both.
If I just give them in their homelanguage, my philosophy has been,
I'm not helping them with English.
so I want them to see them both.
So maybe they can decode it in English.
Then they read it in their home language.
They're like, okay, now I'm startingto make some meaning in some,
some, connections across languages.
So, yeah, those are some of the kind
of my go to as I support, youknow, a variety of different,
educators in that space.

(28:51):
those are great ones.
Let's talk about a few of those.
So first, the first one you hadthere was the voice typing in Google.
So it's just a tool built intothe, I think it's in the tools menu
and you go down to voice typingand you can type right there.
and it turns into a text as you're going.
So it's not actually recording audio.
it's literally just typing viavoice, which is really cool for
a learner who maybe has learnedhow to speak the language, but

(29:11):
not quite write in the language,which I think is really powerful.
it's great for, andactually this is, that's.
That's at the heart ofUniversal Design for Learning.
A kid who's an English language learner.
Who's at the point where they couldspeak with English, but can't quite
type in English just yet For a varietyof reasons need that tool But then if
we make that available to everybodybecause I mean it's right there in

(29:34):
Google We just tell everybody about itThen kids who maybe just process faster
verbally than they can then they couldtype like it benefits them so it's Not
just for kids who have like a statedneed that requires them to have that.
It could be for everybody.
And that's really cool.
You ever have one of thosemoments where you only realize
what went wrong after it's over?

(29:55):
When I drove my dad's pickuptruck into our garage, I knew
something had gone very wrong.
But it wasn't until I reflectedon it that I understood why
and what I had done wrong.
It's like John Dewey said, wedo not learn from experience.
We learn from reflecting on experience.
And that's exactly why I loveMirrorTalk.AI by today's sponsor Swivl.

(30:20):
It's an AI powered tool that makesreflection a natural part of learning
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(30:42):
So reflection can happenanywhere, anytime.
And here's the best part.
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With Jake, just join my group,complete a quick reflection, and

(31:03):
you'll be entered to win a one yearmirror talk pro subscription and
a poster pack for your classroom.
All right, now back to our episode.
I wanted to point out too, while youwere saying that, have you messed
with the thing in Google search,where if you search for a word, it'll
help you learn how to pronounce it.
Have you seen that before?

(31:24):
I haven't no.
Yeah.
So if you just like Google, like,pronounce football, you'll see this
little, like, I think it's any wordI've every time I've tried it's worked,
it just comes up in the regular Googlesearch and you see like a picture
of a mouth and like a play button.
And when you click play, you hearit and you see the mouth make
the movements and then you couldpractice it and say it back to it.

(31:47):
And it tells you how you did.
Wow.
That's pretty cool.
I'm going to check that one.
Yeah, just right there in the free one.
that came up in my mind recentlywhen, I was talking to a teacher
who uses a tool and I'm going tototally blank on the name of it.
That's an AI tool that allows kidsto, she was a second grade teacher
and kids were learning, you know, theywere practicing their reading skills

(32:08):
and verbally, you know, reading.
and so the kids were talkinginto it and it was grading their
pronunciation, for their fluency.
But she was finding that it was.
Saying the kid was wrong.
If the kid had like, she had one kidwho had a British accent, which I wanted
my class to second grade with a Britishaccent, because that sounds adorable, but
anyhow, it was saying that kid was wrongand they have a couple of kids in that

(32:30):
community that were from, you know, thatwere English language learners and they
were, their pronunciation was right, butthe AI tool wasn't picking it up as right.
And so there were some issues.
And that's a problem, obviously.
So fortunately the teacheridentified it and now doesn't
have that kid use that tool.
They have those kids just read to theteacher, whereas everybody else uses it.
So I think that's a greatplan for how to handle it.

(32:51):
but I was showing her that Google tool,because that would help if the kids
struggling with part of the pronunciation,that's a simple, easy way to do that.
And then Google has some othertools that are like that.
Yeah.
But that's a cool one.
in Quizizz, which I'm a big Quizizz fan.
Do you know, off the top ofyour head is voice input.
I think is voice input for teachersfree and for students is premium.
Is that right?

(33:12):
Yeah, for teachers, I can import, Ithink it's up to 3 minutes of audio.
if I want to do a read aloud ofa question, or even a text for
free, but To get the students todo their input for like listening
and speaking tasks, you would haveto have the premium, unfortunately.
yeah, which I mean, it's going to costa lot of money to run the, the servers

(33:32):
that handle and store all of thataudio that the kids are submitting.
So at least we knowwhere the money is going.
Like it makes sense that, thatthere's gotta be payment for it.
So I get that.
yeah, what a cool way for UniversalDesign for Learning, for it to hear
the kid's voice also to, as you pointedout, like your question can be text
and have audio too, so that theycould get the question either way.

(33:53):
Do you know when the kid responds, canthey do audio or type or is it, you're
saying this is an audio question.
Do you
I believe it's, you're kindof a shoehorned into one
option, so you can do the tech, theopen response, you can do audio,
and you can also do video as well.
so that's also an option there, and that'skind of what I've defaulted to since the,
the, the collapse of Flip, because that

(34:15):
was one of my go to's for that, thosekind of tasks, so I'm glad that, you
know, Fortunately, a lot of districtsthat I support do have premium Quizizz.
So I can, I feel better abouthaving them use this tool.
Yeah, that's a power tip right there.
Cause a lot of people are looking forlike, what's that replacement to Flip
and using Quizizz with the video feature.
That's a really good one.
that's, I had not thought about that.

(34:36):
I know that when you were saying thatit made me think of, how an Edpuzzle
you, cause I use, I used Edpuzzle a lotwhen I was teaching science, you could
have kids respond in text or audio.
Like they could choose whenthey got to that point.
Most of my kids preferred text,but if they were giving a longer
response and they'd rather recordit, I told them, like, I just want
to see if you understand, like, Idon't care whether you type or record.
so I think that's really powerful.

(34:57):
and
then the last one you mentioned was Mote.
I love mote as well.
It's an audio tool.
is it's freemium, right?
So I think you get like up to 30seconds per recording in the free or
maybe
like, I think the free one's up to aminute, but you only get about, it's
like 20, 20 or 25 recordings per cycle.
And I don't know ifthat's a week or a month
anymore.
It has changed over the
years.
I have the premium one, andI use that for my demos just

(35:19):
to show them what's possible.
I'll show them both thefree and the premium.
it's actually, for the premium, it'sactually a pretty good price point.
It's
not, like most, yeah, schools.
I show them a quote for theirside of the school, and they're
like, yeah, that's doable.
And it's, it's been prettypopular with the teachers
that I've piloted with so far.
Yeah.
and similar to with Quizizz with thepayment, I used to get frustrated when

(35:40):
tools weren't free, but now I kindof understand why they're not free.
Like number one, if we're not paying them,they're making money somewhere and that,
and I think if the tool is free, it mightencourage them to maybe not have the best
data and privacy standards that we want.
So that's one piece.
And the other piece is like, thereare those things that you're posting
have to go on a server somewhere.
And something's got to pay for thatserver and some person has got to

(36:02):
manage it and somebody has got toadd the features and so I get it.
Mote automatically transcribes.
Does it transcribe in multiplelanguages or is it just English?
With
the premium.
Yes.
I believe there is one for the free.
It's only in English.
and they do recently, one of thecoolest thing I saw is that now, when
you just click on the extension andwe'll drop down when you want to record

(36:24):
something, you can record yourselfor you can feed it your script.
Hmm.
And it reads it aloud.
So
I think that's actually again, back tothe whole thing about English learners
using their, their AI generated voice.
What gives the advantage over, Iwant the kids to hear my voice.
But
with an English learner, mebeing a native English speaker,
there's a lot of pauses in my

(36:45):
speech and ums and things thatmay throw an English learner off.
But if I feed you the script that'sread by AI, it skips all of that.
And that, that,
that would be helping break down one ofthe barriers if we're taking a UDL lens.
Yeah.
Yeah.
And I think a lot of people that maybeare not, experience with Universal Design
for Learning or these kinds of flexiblethings that we're talking about say like,

(37:05):
well, but we don't, we want that kidto, to practice their English speaking.
And the answer is like,yes, of course we do.
But if we're measuring their masteryof a specific thing from social
studies class, we don't want theirability to speak in English to be a
barrier to measuring their masteryof the U S constitution or something.
So, so these kinds of tools allow them toshow mastery in a way that works for them,

(37:28):
which I think is, I think it's awesome.
Kat, any thoughts on thosethree or what would you add
either?
Yeah.
you can go take this either way.
I'm thinking of, I, I loveall that, you've been talking
about with English learners.
I think also, some of thesetools can be helpful for we
think about English learners.
We think about students withdisabilities, something that's sometimes

(37:52):
forgotten is things like anxiety,
things like students that are strugglingwith, perhaps ADHD and they're
trying to figure out how they can.
attack a problem, you know,
breaking that problem into steps and such.
And so, I think that the key with UDL,especially for those older kids, like
once we get to high school, I just spokewith some high schoolers, about AI.

(38:16):
And one of the, one of thestudents said is AI cheating?
Hmm.
I said, well, What are you using it for?
You know, is GPS cheating?
You know, do you
use your phone to figureout where you're going?
And, and so if we have these toolsavailable and it's going to help students
to better manage their emotions, maybeit's, to better under, you know, break

(38:37):
down a project into tasks that are moremanageable, to, you know, You know,
help them remember when they need totake some breaks, you know, whatever
it may be, those tools can really help.
And so I think especially with, andthis is even with teachers, right?
Like I have, I love that.
I now have my, my pixel watch that showsme, If there's been like, spikes where

(39:00):
like my heart rate went up or somethingand like, Oh, what happened then?
Oh, you know, there was somethingwhere I needed to learn how to,
you know, self regulate at that
point or whatever.
So I think that, there's justan opportunity to teach our
students that utilizing any ofthese tools, is not cheating.
It is a way to increase our effectiveness,

(39:22):
right?
and so That's something that Isee a lot with the questions,
you know, around, around AI.
one thing I also love to do alwayswhen I'm presenting, I always try to
remember, to whether I'm in front ofstudents or teachers to turn on closed
captioning in Google Slides so that asI'm speaking, the text is there as well.

(39:43):
I think that's really important.
and it's, the more that we just startthinking About designing universally, the
more conscious, we kind of become of it.
So to
speak.
That's
Yeah, I love the point of
the closed captioning Google slides.
You just turn that on while you'representing in front of a In front
of a class or whatever, you don'teven have to be using slides.
You just bring up a blankslide and turn that on.

(40:04):
and you think about from the perspectiveof Universal Design for Learning, some
people due to hearing loss or somethinglike that need that closed captioning,
other people might just be sitting towardsthe back of the room, or they might
have a coworker sitting next to them.
Who's talking and theycan't hear really well.
So having that piece in there helps.
how effective do you think it islike, like in terms of accuracy?
a great question.
So it's.

(40:25):
It's better than, you know, it used to be.
So I like to talk about how in2010, I was told by native speakers
to stop using Google translate
because it would translateword for word, right?
But because it is using machine learningand it's, started to learn how certain
phrases, fit together in specificlanguages now it'll correct itself,

(40:45):
Yeah.
Oh yeah.
You see, you kind go back and like, like
edit
Yeah.
so I find it pretty effective.
I mean, you know, peoplecan use context clues.
and I let everyone know This is, youknow, won't be 100 percent accurate,
but it is meant to be a support,for those that, that that prefer it.
So
Yeah.
I agree.

(41:06):
and better than nothing.
Right.
Like certainly
we, we want it to keep getting betterand better, but if the alternative is
not having closed captioning at all, thenthat's the right thing to do, I think.
I love your point of, you know,the question of is AI cheating?
and it depends on what you'retrying, what you're doing with it.
What is the task?
What's the goal and whatare you doing with it?
If the task is write an essay to show.
Your understanding of this content and yougo to the tool and say, write me an essay

(41:30):
about this, then yes, then it's cheating.
But if you say, here's myideas, here's all everything
that I want to say about it.
Can you help what ordershould I put this in?
Or if you say like, I wrote this,can you give me some feedback on it?
You know, if you're doing thethinking and let it do some of
the doing for you, that's not theactual task that's being assessed.
Then yeah, no, it's not cheating.

(41:51):
Right.
And I think we have to normalize that.
I think that speaks to everything, right?
we want learners who are less afraid toadmit what they need to be successful.
Right.
We would like, like the closed captionand a presentation is a good point because
if you said to the, to an audience, doyou need me to turn on closed captioning?

(42:12):
The person who needs itmight not say they need it.
Right.
Right.
So you should turn it on.
But also that means that we needto normalize the act of advocating
for what you need for our learners.
And so saying, you know,using AI to help yourself.
There's nothing wrong with that.
You know, as long as it's not takingthe you out of the work, as long
as it's helping you be successful,then it should be part of it.

(42:34):
will you elaborate on some of thosetools you're using for like, whether
it's the emotions or the chunkingof tasks or any of that stuff?
Yeah.
So, I mean, to be honest, you canjust go into like ChatGPT and say,
I have this project, these arethe things that need to be done.
You know, it's doing six weeks,it's doing four weeks, whatever.
Can you tell me how to chunk this out?
I also think it's helpful for teachersto do that for students just in general.

(42:59):
but with older kids, youcan teach them to do that.
There is, a tool.
I haven't played with it much.
It's called Goblin Tools,goblin.Tools, and it'll break it down.
So, you know, there aresome that will do that.
The Goblin Tools one is called, so eachof the tools in Goblin Tools has a name.
there's
and that one's, thatone's called Magic To Do.
So you give it a

(43:19):
task.
I think, I think, is the one I'm
Yeah, it sounds correct.
then it breaks it downinto manageable steps.
You could say, I need to writethis five paragraph essay.
that's too big of a task for me.
What should I do first?
Right.
Like, and it essentially
makes the to do list for you.
But yeah, you're right.
chatGPT would be great for that.
have you seen, do youuse MagicSchool much?
Not much.

(43:40):
Adam does.
I support a school that has asubscription, so I'll do some demos
and some co teaching around that.
so yeah.
MagicSchool is great.
SchoolAI does something similar.
Yeah, they have, something, somekind of chunking tool in there
where you give it a big task orbig topic and it chunks it for you.
So that's another one tothink about there too.
Yeah.
Lots of great ideas with the chunking andagain, Universal Design for Learning a,

(44:03):
an on level kid who's getting A's in classand always achieves, there's no reason
they shouldn't have access to somethingthat could chunk an assignment for them.
because we're not.
We're not evaluating them fortheir executive functioning skills.
We're trying to
evaluate them for mastery of content.
you mentioned the emotionsthings, whether it's an anxiety or
Oh, yeah.
thing.
What, where would you go for that?

(44:24):
What would you use for that?
So that's interesting.
There are some tools.
I know, when I was at ISTE last, thereare tools where kids can go in and like.
have this like virtual experiencewhere it calms them down,
which was really interesting.
but in regards to like trackingemotions, there are a lot of free,
like, some teachers will just askkids, you know, to reflect on their own

(44:47):
mood and they'll use like a mood chart
or something like that.
But there are a lot of freeapps, that can do that as well.
with the bird?
There's something with a bird, Finch.
is that, am I thinking of the right thing?
Have you seen that one before?
I'm not familiar with, it.
Finch.
I know there's like e moods andthere's, there's like these, there's
a lot of free ones that kids canget on their phones to be honest.
To that point, there's acompany that's there, they're

(45:07):
currently, um, in beta right now.
factors education, they usedto be called an EI amplified.
So I, uh, forgot exactly.
They've rebranded, but they havea, an AI kind of like a feedback
tool that you can customize.
So it's great for, if you want todo some SEL kind of stuff, or you.
Give them the kind of feedbackthat you want to elicit from kids.
And then it has a bot that kindof, will turn it, the survey into

(45:30):
more of a conversation ratherthan your typical Likert scale.
And it feels, and so a lot of kidsI've noticed in the adults to feel
more comfortable, kind of just havingthe conversation with the bot and
they'll probably be more honest andit's easy to get those thoughts out in
that format rather than asimple, you know, Google form.
And then when you look at the data,You can, it'll show like how positive

(45:51):
or negative, or you can filter itthrough different kind of like,
based on the responses, it givesyou some really good analysis of it.
that's a company I'm going to be,doing the piloting, their product
for some of my upcoming workshops.
I know CUE has already started usingthat as one of their, their formats for
receiving feedback, at their events.
So it's a pretty cool.
Yeah.
They're, they have some lesson plan.

(46:11):
Design, tools that they're currentlydeveloping, but it's the feedback survey
using AI is probably my favorite oftheir products and well, the cool part
is that It's taking the qualitative data
and it's showing you thetrends in regards to.
Yeah, like you said,
this is a positive response.
This is a more negative response.
This is more neutral.

(46:32):
which is really powerful.
I know that's happening even, likecommunications departments in, you
know, not in the education space.
At the Department of Education.
That's one thing is like we'reable to now use a tool that tracks
all of like the social mediaposts about the department, right?
And see where are there.

(46:54):
What's the public think?
Like,
what are their thoughts?
Which is kind of fascinating.
So I think a lot of these things aregoing to take some time before they
are, before they become like ed techtools, like technology's first, right?
And then it becomes aned tech tool, right?
Like ChatGPT was kind oflike the first open source.
AI tool.
Now we have SchoolAI.
Now we have MagicSchool.
So for me, I like to see what's on thehorizon outside of EdTech because I

(47:19):
know it's going to be coming, right?
so things like that, I thinkare pretty, pretty exciting.
So one thing I forgot tomention earlier, I was thinking
about it, going back to UDL.
And again, for me, a lot of my workI do centers around English learners.
it was
a little over a year ago, I wrotethis great blog post touting,
Microsoft Immersive Reader.
And I got a lot of mileage out of that.
There was a Chrome extension for it.

(47:40):
I would show that toeverybody who would listen.
I wrote a blog post about it touting it.
It was one of my most well readblog posts in the last year.
And then I believe it was the.
On January 1st of this year, the developerwho's a third party stopped supporting it.
And all of a sudden I get all theseemails and text me, well, Hey, what's
wrong with can you help me fix it?

(48:01):
So I, I messaged, MikeTholfsen at Microsoft.
I go, Hey, what's up with this?
He's like, yes, third party.
We have nothing to do with it.
sorry about that.
All right.
so I spent a week, like I need a immersive
reader.
alternative here.
And I kept searching and I came acrossa Chrome extension called Helperbird.
And it does a lot of accessibility thingsfor people trying to read things online.

(48:24):
But then it has a backdoor into immersive reader.
And I really only useit for immersive reader.
So I can be reading.
I can give my students, I get,I would have to push this Chrome
extension to their browser.
But once I train them, I'm going tosend you an article and read online.
If you have trouble withthis, because language
is a barrier.
They can highlight anysection of the text.

(48:47):
I think it's up to like10, 000 characters.
They right click on that selectedtext, and then they'll see
Helperbird in the little menu thatpops up when they right click.
And then it'll say, Oh,view an immersive reader.
And boom, you're back in immersive
reader and all those bells and whistles,amazing translations and read alouds.
And you can click on, on, see theparts of speech, picture dictionary, i
like that part, yeah.

(49:07):
Yeah, all that is available.
So that would kind of like save mybacon when I was promoting this,
there's a tool that again, where Iwork, most people are, we're all Google
out here and we don't have Microsoft.
So again, Microsoft had this great tool.
Now we have this back doorto get back into it and, and
use that for accessibility.
Yeah.
Yeah.
So immersive reader,it's still available and
free through, Microsoft, but theChrome extension, I guess I was

(49:31):
always shocked that Chrome extensionexisted because I was like,
Google and Microsoft playing nice.
but so the Chrome extension went awayand yeah, Helperbird's a great one.
I didn't realize thatimmersive reader was in there.
but it's got other great.
Stuff in there, you know, textto speech and things like that.
As you said, the picture dictionary andstuff just built into Helperbird itself.
Yeah, those are two, two great ones.
Immersive reader is amazing.

(49:52):
so much good content in there.
If you're in a Microsoft.
Either on a Microsoft deviceor account or edge browser or
just a tool that links into it.
Like I'm trying to think ofwhich ones have it in there.
I know Flip, for example,used to have it in
I was gonna
say, yeah, I used to.
have it.
There's, and there's others,that have it in there too.
yeah, but Immersive Reader'sa great recommendation.

(50:12):
I'm really interestedin Factors Education.
I had never heard of that one before.
I think that's got alot of potential there.
That's really cool to turn inthe qualitative feedback and Into
like showing me the trends in it.
Because I don't know about you guys.
Like I always ask for feedback after Ido a professional development session and
there could be 80 people in there and Ialways ask them like, what can I improve?

(50:33):
And so I'm telling them like, tellme something to improve and like,
75 people say nothing, um, nothing.
It was all great.
Even though I asked themto tell me something.
And
then one person islike, you talk too fast.
And I'm like, Oh, I,Oh, I didn't know that.
And then I'm like, when in reality,in the scheme of things, like maybe
I should think about that, butreally it's actually not an issue.

(50:55):
Like I should just think of how do I makethis universe accessible for somebody
who feels that way, even though it'snot a major problem, but that piece
of taking that qualitative feedback.
And seeing like, Oh, that's only theway that's how 3 percent of people felt.
You know what I mean?
Like, like seeing that, like,that would be really powerful.
it kind of reminded me as you weretalking about a little bit of Mirror,

(51:15):
MirrorTalk through from Swivl.
Have you guys seen that one before?
No,
So, remember Swivl like they, they,and they were the people behind
recap and then, focusable and therewas an audio tool in there too.
I forget the name of the audio tool,but they've got this great platform
out now called Mirror and Mirror.

(51:35):
There's actual physical Mirrorthat you could buy where you,
where it's like you're lookingat a Mirror reflecting in it.
Like it could be a station in yourclassroom where you, where the
kid reflects and kind of recordsinto that Mirror and get some
feedback on their reflection.
Or it's just an app you coulduse on your phone or on your
computer and it takes you through.
A reflection process to helpyou be more metacognitive.
I think it's got a lotof potential there too.

(51:57):
and to your point, Kat, where westarted talking about this was kids
with maybe some anxiety or thingslike that, or maybe struggling with
chunking of work if we're getting themto reflect regularly using this AI tool.
To your point earlier, it'sinteresting talking to an AI tool
because it allows us to say thingsthat we're maybe not comfortable
saying to a real human, but also.

(52:19):
Not comfortable justtyping into a, to a chat.
Like it's like intermediary thingwhere it feels like a human, but we're
comfortable talking to this human.
If that makes sense.
Like if that,
Yeah, which which is good,but also means there's a line
that we need to be careful of.
Right.
Because, I was listening to a webinarin, about AI and ethics and such.

(52:41):
And so, someone was talking about littlekids that say, Alexa is my friend.
Right.
It's like, well, let's talkabout what a friend is.
Right.
So, it, but what it really shows is that.
All of these tech tools, I ama huge advocate for ed tech
for utilizing any toolthat's going to be helpful.
that's going to increase accessfor students, but we just always

(53:03):
have to remember that the humans,we need to be the ones in control.
Like
we, and that relationship betweenthe teacher and the student, the
importance of that will never go away,
right?
We are there, an AI bot can nevermake that spiritual connection that,
that, you know, an AI isnot going to be able to.
Feel, feel love and, acceptanceand, you know, all of these things.

(53:27):
So,
Yeah.
Yeah, that's a great point.
so I've used a whole bunch of yourguys's time, so I appreciate that, but
what I'd like to close off with beforewe wrap up is like a speed round.
Like, are there any, like, likeeither Adam, when you think about that
presentation that you've got upcomingthat you were talking about, or just
Kat and the general work you're doingsupporting teachers, are there any tools

(53:49):
So we talked about immersive reader.
We talked, factors.
We talked to that closedcaptioning in Google slides.
We talked Goblin Tools.
We talked chat, GPT, Helperbird, immersivereader, voice typing, Quizizz, Mote.
That's a lot.
So we don't need any more, butpeople are like, you know, you know,
teachers were hungry for the ideas.
Are there any other tools thatjust speed round that you, you

(54:10):
want to put on people's radar?
We don't need to tell them anythingabout it, but just like some things that
they might want to have on their radar.
Any thoughts?
kind of building off those,I would say to real quick.
1 would be perplexity.
Yes.
love Perlexity for teachingkids how to research and then
you can kind of ask a question
and you're not going to copy andpaste that question into your writing.
You're going to see what the sources are

(54:32):
and see the videos and reallykind of do your own research.
And it's so much more dynamicthan a, your Google search.
and it's 13 and over.
So pretty much kids 7-12, forthe most part, can use it.
and, So yeah, Perplexity.
And the other one, Ithink more for teachers.
and I still mind boggling how manyteachers don't know about Diffit,
like Diffit, man, as far as like you,I've been there where I look at my

(54:55):
curriculum, like, man, I just need more.
it's not enough.
Diffit can take
those concepts from the, fromthat curriculum and then help
you create a whole treasuretrove worth of, new resources.
I mean, the.
And then when you sign up, you havetwo months free premium access.
And
so you get to save all thosethings for, for your, for yourself.
And, they just added a bunch ofEduProtocols, which I think is pretty
cool.
And a few other, different typeof, strategies that are in there.

(55:18):
So it's such a powerful tool.
Yeah.
I agree.
one of my favorite features in Diffit,one that amazes me is that feature where
you can take a, Language arts standard,like maybe it's a comprehension skill,
reading comprehension skill, and thengive it a topic that a kid is interested
in, which is kind of another part ofUDL that we don't talk about often.
With UDL,

(55:39):
we often talk about how they accessand how they express, but we don't
talk as much about how they engagewith things, like what motivates a
learner, and so that's the other piece.
piece of UDL.
And so if I could take, if I want youto practice this reading comprehension
skill, and you're not interested inlearning about it, but I can make the
paper be the article be about Travis Kelceor Wu Tang clan or Tupac or whatever.

(56:01):
If I can get your interest in there, Ithink that just amazes me how it does
those standard skills with those tools.
So yeah, I'm a big Diffit fan as well.
Kat, any other, anythings you throw in there?
I
I would just say, that as we are,moving toward using more and more
chatbots and AI tools and such, it'sreally, it's awesome to get kids

(56:21):
utilizing some of these as well.
So, for example, I love to use justthe text to image creator in Canva
or Adobe Express so that kids canstart to So that they can be critical
of it, to be completely honest.
So that
not only can they create something, youknow, if I'm someone who doesn't feel that
I'm a great, visual artist, I also haven'tpracticed being one, so that's a thing.

(56:42):
So growth mindset, but, you know, if
I want to represent something,I can have AI make it for me.
And then that also helps to,you can have some conversations
about bias and things like that.
because those inevitably, it doesn't.
If it's something they know reallywell, there's gonna be mistakes, right?
and then, I also love to, showkids, Google's Teachable Machine

(57:04):
because they can train a modelabout something that they learned
in their content area class, right?
So if I learned the difference between,a sphere and a cube, In first grade,
I can go up to the teachable machineand teach it what's the difference.
And well, why did it say that this wasa cube, but actually it's a sphere.
Oh, it's because we hadthe same colors and what we

(57:25):
trained it on.
We now, so they start to really, dosome critical thinking around that.
So that's fun as well.
computer science backgroundis showing right now,
Right.
I, yeah, I can't help it.
It's just
I love those.
I need to play more withthe teachable machine.
I love anything like teachablemachine or like you said, just
using an image generator or.
With AI and thinking about theconversations that are possible there

(57:48):
to help kids really understand theimplications of AI, how it works, what
it's doing, what fair and appropriateuse is, where it's appropriate, where
those biases are, and be critical of it.
Cause we need those critical thinkers.
We need our learners to becritical thinkers for sure.
I'm going to throw threemore in there for people.
Adam, you mentioned SchoolAI.
Uh, but I want to make surethat people hear that one.

(58:10):
It's a great tool to explore.
brisk teaching.
I'm a fan of, I would like briska lot, for a lot of different
accessibility reasons and also forthe things that can help teachers do.
and then NotebookLM from Google.
I use a lot.
If I like, I don't liketo read really dense.
Information, especially online.
and so if I have something I've gotto read for work and it's 20 pages

(58:32):
long, it's a PDF and it's really dense.
I might put it in a NotebookLM anduse the podcast to generate and ask
it some questions and get some, anytool that does that kind of stuff.
But I think that's accessibilityright there too, don't you think?
absolutely, absolutely
Wow.
So we are going to have aginormous list of amazing things
coming out of this episode.
So I appreciate you guyssharing so many awesome ideas

(58:55):
and sharing such information.
I will have a list of everythingin the show notes for everybody.
We'll also be turning this into a blogpost so everybody can see all this stuff.
I won't have information about.
Kat and Adam being huge Wu Tang andTupac fans and also Disney musical fans.
But it will have the informationabout all these things.

(59:15):
Yeah.
All right.
Okay.
So that information will be out there.
but you can also reach out to Adam andKatherine via the contact information.
They are both, really involved insupporting educators as they support
learners, with educational technology.
So, honored to have you guys on the show.
Can't wait to run into you guysagain, someday at ISTE, and have
some fun hang out and everything,but I really appreciate you

(59:38):
guys being on with us today.
Thank you guys.
Thank you for the opportunity.
Thank you, man.
Appreciate it.
Yeah.
Good times.
And, Adam, after we're done, go changethat shirt into an Ohio state shirt.
But I, I'm, we said, I'm goingto put in post production.
I'm going to put the red X over top of it.
Like we do on the game day.
Thank you guys.
Yeah, thank you.
How great were Adam and Kat?

(59:58):
Seriously, such awesomeeducators and awesome people.
They were on my list of folks tohave on the show, uh, back in 2021
or whatever it was before I wenton my first long hiatus there.
They were like, like the last 10people I was about to invite on.
So as soon as we came back herein 2024, 2025, I knew I had to get

(01:00:18):
Adam and Katherine on the show, teamAttaKat, and they delivered for sure.
All right.
I've got three exciting edtech updates for you today.
As always, I would love to hear what youthink about these updates, especially
if you've tried these features out,I would love to hear how it goes.
You can share your thoughts on Blueskyor X using the hashtag edu duct.

(01:00:41):
Tape, or you can even leave me a voicemessage at speakpipe.com/eduducttape.
And you might hear your voice in the show.
I do.
If you're, if you prefer the regularsocial media stuff, prefer Bluesky, but
Hey, I still peek into my ex now and then.
So if you're still there and you preferthat platform, feel free to post there.
And I still check my notificationsand look for that hashtag there.

(01:01:03):
First up, Canva is making datavisualization way more engaging
with their new interactive charts.
So I've always felt like statistics andgraphs were one of the few weak spots
in canvas toolbox, but not anymore.
Now, instead of just pasting in a staticbar graph, you can create animated
dynamic charts that bring numbers to life.

(01:01:26):
They've even added somecool new chart types.
They're called sunbursts anddot plots and radar charts.
You've got to check them out.
They're super cool.
And with smooth transitions liketheir match and move animations,
your charts won't just sit there,they'll actually help tell a story.
Captivate your learnersattention for teachers.

(01:01:47):
This is huge.
Imagine breaking down complex statsor tracking trends in a way that's
more engaging for your students.
I could see these interactivecharts making lessons more
visual, more dynamic, more fun.
And I'm a data nerd, soI'm going to eat this up.
Have you tried them out yet?
I'm curious.
I would love to hear how you're usingthem and what you think of them.

(01:02:09):
Again, hit me up on Bluesky or X orwherever you're at with a hashtag edu duct
tape, or drop us a message at speakpipe.
com slash edu duct tape.
Next, let's talk about Pear Deck,one of my very favorites, because
they just made it easier, even easierto bring high quality standards
aligned lessons into your classroom.

(01:02:31):
And you know, I'm always excited to seetools that make teachers jobs easier.
So Pear Deck launched what they callcertified content for ELA and math,
which means you can grab ready madeFully customizable lessons that
already are set to align with commoncore texts and other state standards.

(01:02:51):
You just click into what they callthe content orchard, get it the
content orchard, because theircompany's called Pear Deck Pear
orchard, the content orchard, get it.
I'm a sucker for a dad joke.
Anyhow, once you're in there, youcan filter by grade or by subject
or by standard and instantly findquality lessons that fit your needs.

(01:03:12):
Now I've got to be honest.
I'm a bit of a control freak,especially with content that I
present or use for instruction.
And.
And I often find that content createdby another source, whether it's
AI or somebody else in general isnever quite what I want it to be.
And if you're like me, the goodnews here is that you can modify
these lessons before you use them.

(01:03:34):
So you get a good, solid startingpoint that's standards aligned, but
then you still have the flexibilityto make them work for you.
And for your students and the wayyou teach, but it gets even better.
Pear Deck also introduced these mathand ELA quick checks, which let you
assess student understanding in realtime and adjust lessons on the fly.
So they're really quick, littleformative assessments that

(01:03:55):
are also standards aligned.
And if you listen to the recentepisode with Adam Sparks, you know,
That formative assessment and meetinglearners where they are is my jam.
So the fact that Pear Deck is offeringready made formative assessment
tools is a big deal in my book.
So if you're using Pear Deck, I thinkboth of these things are a game changer.
If you've already tried them out, or ifyou try them out today, um, I would love

(01:04:19):
to hear what you think of them again.
Tag me on Bluesky or X use the hashtagedu duct tape, or leave a voice
message at speakpipe.com/eduducttape.
All right.
Last but not least, Google is makingvideo creation ridiculously easy
with their new tool, Google vids.
So back in the day, I'd recommendteachers record screencasts so the

(01:04:42):
kids could access content wheneverbest fit their learning path.
But many teachers thought that recordingvideos seemed like a daunting task.
I get it.
Editing, finding the right tools,making it look polished, feeling
comfortable in front of the camera.
It could feel really overwhelming,but Google just made it a
whole lot easier for us.

(01:05:02):
Google vids is officiallyhere for education plus.
And Gemini for workspace customers.
So again, this is another oneof those situations where Google
folks, if you're not education plus.
Or Gemini for workspace with your account.
I'm really sorry.
Skip forward like a minuteor so until this is over.

(01:05:24):
I hate to make you feel sad on this one.
But again, as I always say with paidplans and things like that, if they're
letting us record and edit videos ontheir platform and host them on their
platform, that requires server space.
And something's got to pay for thoseservers and the people that monitor
Ridiculous amounts of air conditioningor whatever that, that cools them

(01:05:45):
down, all that kind of stuff.
So it kind of makes sense, even though Iwish it was free for you, but anyhow, so
if you have access, Google videos worksjust like Google docs or slides or sheets.
They work right in your browser.
That means you can createinstructional videos.
Assign video projects or even enhanceyour school newsletters or things

(01:06:06):
like that, your classroom newsletterswithout needing fancy software
or any advanced editing skills.
It comes with ready to use templates.
It comes with animations, transitions,even stock media library so that
it's all ready to be used and youdon't need permission to use it.
It's already built in there.
It's stock media so that you and yourstudents can put together polished videos.

(01:06:29):
And the Google classroomintegration makes assigning and
sharing those videos a breeze.
And that's rad too.
Now, here's where it gets really cool.
If you have a Gemini education planor education premium, Um, you can like
Like liner notes to figure out whichthings you have here, which is you
don't, I apologize for the complexity.
It's not me.
It's Google.

(01:06:50):
But if you have one of those two plans,you also get access to AI powered
video creation within Google vids.
So not just the Google vids features,but AI powered video creation, just give
it a prompt or even upload a doc fromGoogle drive and Gemini will generate
a fully editable video storyboardcomplete with suggested scenes.

(01:07:14):
And text and stock mediaand background music.
It prepares it all for you.
You just have to record yourselfsaying the things now I haven't had
a chance to try this out myself yet.
And I, to be honest, I'm not evensure if I have access to this.
I've got so manydifferent Google accounts.
Are any of them, these kinds of plans?
I'm not sure, but if you try itout, I would love to hear from you.

(01:07:36):
So if you test Google vids,let me know what you think.
Is it worth it?
Is it awesome?
Does it live up to the hype?
Is it better than the video,other video platforms out there?
Are you switching to it orare you sticking with what
you've always been using?
So that wraps up this roundof education and ed tech news.
If any of these updates caught yourattention, I'd love to hear your thoughts.
Hop over to Bluesky or X anduse hashtag edu duct tape.

(01:08:01):
Or better yet, leave me avoice message at speakpipe.
com slash edu duct tape.
And you may just hear yourvoice in an upcoming episode.
Well, it's time to shift this episodeinto park, but let's hope I do a little
better parking this episode than I didduring that first driving experience.
But what did I learn from crashingmy dad's truck into the garage?

(01:08:25):
First, I learned to only use one footand not put your left foot on the
brake and your right foot on the gas.
But then I learned that reflectionmakes all the difference because
that's when I figured it out.
Not as it happened.
I learned it by reflecting.
I said, what went wrong there?
And that's exactly what mirrortalk by today's sponsor Swivl

(01:08:46):
does for teachers and students.
It turns experiences intomeaningful learning by building
in the reflection piece.
And remember, there's a big prize atstake if you reflect with me at bit.
ly slash reflect with jake.
That's bit.ly/reflectwithjake.
Join the group, complete a quickreflection, and you'll be entered to win

(01:09:08):
a one year MirrorTalk Pro subscriptionand a poster pack for your classroom.
Because real learning doesn't just happen.
It happens when we reflect.

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