November 20, 2024 • 43 mins
Artificial intelligence is new, fast-evolving, disruptive — and, for some — a little scary.
It should be some comfort to know we’ve been here before. Think back to the birth of the printing press, color TVs, personal computers and the Internet. The rise of anything this pervasively transformative is either heralded as the answer to all our problems or labeled a perilous threat.
Whatever the risks or benefits: AI is certainly here to stay. A recent Walton Family Foundation poll, in fact, found 46 percent of teachers and 48 percent of students say they use ChatGPT at least weekly. So the question becomes: how do we use it in a way that’s responsible, informed, and aligned with our educational goals and values?
In this Connect Canyons episode we explore those very questions with Canyons District’s AI experts, Digital Teaching and Learning Specialists Emma Moss and Jonathan Stewart. They touch on a number of topics and cover:
2:24 How AI is being used by teachers to work more efficiently and tailor instruction to meet students’ needs.
5:10 How AI is being used to democratize adaptive technologies and bring learning accommodations within easy reach for special education students and students with learning disabilities.
11:18 Steps Canyons schools are taking to mitigate the risks of AI, from plagiarism to the spread of misinformation and deep fakes.
20:20 Tips for parents in monitoring their student’s use of AI at home.
22:23 The different AI tools approved for districtwide use in Canyons classrooms in alignment with the District’s Strategic Plan and federal data privacy and security standards.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:01):
Welcome to Connect Canyons, a podcast sponsored by
Canyons School District.
This is a show about what weteach, how we teach and why we
get up close and personal withsome of the people who make our
schools great Students, teachers, principals, parents and more.
Speaker 2 (00:19):
Welcome to Connect Canyons.
I'm your host, kirsten Stewart.
For today's episode we aretalking about AI, or artificial
intelligence.
Ai is new, it's fast evolving,it's disruptive and as such it's
a little unsettling.
We've been here before.
You can think back to the birthof the printing press color TVs
, personal computers, theinternet.
You know the rise of anythingthis pervasively transformative
(00:43):
is either sort of heralded asthe cured all of our problems or
sort of labeled as a perilousthreat.
So, whatever the risks andbenefits, I think we can all
agree AI is here to stay.
We know schools are using it.
A recent Walton FamilyFoundation poll in fact found
46% of teachers and 48% ofstudents say they use ChatGPT at
(01:05):
least weekly.
So the questions become how dowe use it in a way that's
responsible, informed andaligned with our educational
goals and our ethics?
So with us today to exploresome of those questions are
Canyons District's AI experts.
We have two digital teachingand learning specialists, emma
Moss and Jonathan Stewart.
Welcome.
Speaker 3 (01:24):
Welcome.
Welcome.
Thanks, Kirsten.
Speaker 2 (01:26):
Thank you, thanks for being here, excited to be here.
For the record, this is real.
This is not computer generated,but I did actually use AI to
help me organize my script andmy questions.
Speaker 3 (01:39):
And she let us know that, which we appreciated.
Yeah, that's where it came from.
Speaker 4 (01:43):
And when we looked at it, I actually really
appreciated that she used theproper formatting.
So there's some citationguidelines around how to use AI
and she had that there and wewere like this is cool, ready to
go Well, and the reason I didit because Emma taught me how.
Speaker 2 (01:56):
But so let's start maybe just with a general
overview of how AI is being usedin schools now, and then maybe
just kind of start with givingme a couple of examples.
Speaker 4 (02:06):
That sounds great.
Speaker 3 (02:07):
Sure.
Speaker 4 (02:07):
In terms of education .
It has some really greatapplications and really good
things for the classroom, and sowhen we're talking about how
we're seeing it used, we'reseeing it used in two spaces.
One is for our teachers andbeing more efficient in how
they're able to manage tasks.
I think, specifically, one thatI see a lot is like they're
using it to generate lessonplans or having a starting point
(02:29):
, for I need a rubric for thisassignment.
Where do I start?
And then having it do what Ilike to say, like we want AI
doing our doing, not ourthinking, and so using that as
the starting point and thenbuilding from there and for our
students, really seeing itpersonalize their learning and
how they can interact and askquestions and be able to be
reached at their level.
(02:49):
Jumping back to something Isaid earlier, but it's been
around for a while we justhaven't had this generative
capability and so some of ourtools that you know very well
things like your Netflixsuggestions that's a predictive
AI and it's running in thebackground, based on what you
are learning about.
It's learning about you reallylike I really like baking shows
(03:09):
and so my Netflix will give mesuggestions for different baking
shows right, or on Spotify orwhatever music player you're
using you can it'll give yousuggestions on new songs.
That's using a predictive AI,whereas we've even had things
that are even before, that arereactive AI.
So if you take, if you've everhad like an adaptive test in a
(03:30):
school where it's like, if youpick option B, then you get this
question, that's an adaptive AI.
It's based off of programming,but this generative AI that we
have is is creating and givingthat really sense that it's
interacting with you.
So I think that's why it's alittle different, because it
feels much more uniquely humanthan I think we're used to when
we're interacting with acomputer, and I think for our
(03:52):
educators it also means it hasmore of a depth of knowledge
that it can pull from and createthings that are unique to their
classroom space.
I gave you that example of likea rubric generator.
But it can generate a rubricthat's cool for all of your
students, but I've seen teachersthat have started using
specific rubrics based on whichstudent like, which student
(04:13):
group they have, so that theycan tailor that instruction to
what the student needs, which Ithink is such an amazing thing
that they can do that so quicklyand be able to adapt to what a
student needs in the classroomand respond to that.
And I think when you look atthose implications, it makes AI
a little bit less scary and morelike wow, it could reach my
student.
I think, particularly for our,like, multilingual learners.
(04:36):
I saw a teacher that they whatthey did is they used the AI
with a chatbot, that they'rehaving a conversation and they
put in some instructions for it.
So they did that thinkingprocess right and they put in
the instructions for it to beable to say like hey, when a
student comes across a cognateword for English to Spanish, I
(04:56):
want you to define that cognatein this space when you're having
the conversation.
So for our multilinguallearners, instead of just like
straight translating it, it'sactually giving them the support
and the scaffolds they need inthe learning process.
Speaker 2 (05:07):
Wow, that's fascinating.
Speaker 3 (05:10):
And then I think, another population that this
really helps is our studentsspecial needs special education
students and I've seen, you know, there's lots of ways where you
can ask it to do accommodationsand things, but I'm going to
use a more personal example.
So my sophomore in high schoolhas a learning disability.
She has a learning disabilityin reading and she actually uses
(05:33):
AI in several different ways.
So she uses the more I'll callit traditional AI, if you want
to say it that way.
So she uses a lot of speechdictation.
I worked for 13 years inspecial education as a school
psychologist and we used to haveto pay thousands of dollars and
have special equipment andspecial software to do some of
(05:54):
the things that are justembedded in the tools we use now
.
So she'll use a speechdictation because she's a very
good oral processor, but when itcomes to the actual physical
writing or typing and that sortof thing, she really needs a lot
of help.
Speaker 2 (06:06):
So to help her write a paper or something.
Speaker 3 (06:08):
Help her write a paper, a story, anything like
that.
Anything where she has to getgrammar right is painful for
everyone involved that includesme.
So she'll do the dictation,she'll get her draft there and
then she can use an AI to helpgenerate an outline if she needs
(06:29):
to, to help organize herthoughts.
She'll use it to help with thatgrammar and punctuation with
the Grammarly, or there'sanother tool that she uses
called Quobot that will helpclean up some of those things
that she's still learning or,quite frankly, will never be
good at.
But you know, it's gotten tothe point where I thought she
(06:51):
would struggle with writingforever.
She's a terrible speller andyou know, the last two or three
years she's worked on a bookonline with her cousin.
You know she's got lots of bigideas and lots of thoughts.
She'll put it down.
She has her cousin be hereditor, but she's able to do
(07:11):
that because of thesetransformational technologies.
Speaker 2 (07:14):
Wow.
Speaker 3 (07:15):
And it goes from a student that probably would be
in a resource classroom, need alot of support and get really
frustrated because she's smartenough to understand the ideas
but has these roadblocks in herbrain.
She's able to accommodate andadapt with that and AI is a part
of that to where she's able tobe in honors English and it's
not an issue.
Speaker 2 (07:33):
Oh, that's amazing.
I mean, those are the kinds ofstories that I think are
important for parents to heartoo and understand, right,
because sometimes we have theseknee-jerk emotional reactions to
new technologies and we kind ofthink about some of the risks.
I think most parents probablygo straight to this notion of
well, my student's just going touse it to cheat and plagiarize
or whatever right.
Speaker 3 (07:53):
Sure.
Speaker 2 (07:54):
Have ChachiBT write their paper for them, but what
you're saying is no.
Students are figuring out waysto use tools to advance their
learning right and we're seeingthat really across the board.
Speaker 3 (08:06):
I think about the student that you've told me the
story about the student whenChatGPT first came out and you
were still in the classroom.
Speaker 4 (08:14):
Yes, that is a good story.
I had a student that they wereusing ChatGPT and I didn't know
that at the beginning.
But they came up and they werelike Ms Moss, and I was like,
yes, they were like I havesomething to tell you.
So I used to teach eighth gradeand he was like I use ChatGPT
to write my assignment for me.
And I was like, okay, andthey're like, but that's not
like the whole story.
(08:34):
He was like so what I did?
Because I didn it to write likeme and I realized that I'm
actually a really terriblewriter.
I need a lot of help.
I had this like teaching momentof like okay, yeah, okay, let's
, let's figure that out.
(08:55):
But like the fact that thatstudent went through the process
of like I gave it my writing sothat it didn't look like
cheating, and then realized Ineed to be better, like that's a
feedback mechanism for them andthat's what we're seeing with
kids.
I mean the other example I thinkof we have a student at one of
our schools that a coach wastelling me about, that they are
a multilingual learner and theyare in one of our advanced
(09:16):
programs and they used it tohave them work through a lot of
the vocabulary for our medicalassisting program and it would
give them individualizedfeedback and then clarify things
in their home language and sothey could go back and forth in
this translanguaging process.
And they actually were one ofthe top scorers in the class
when they passed that testbecause they had an AI that was
(09:36):
doing that personalized feedbackmechanism for them.
And I know the teacherspecifically was kind of like I
don't know about this, and thenthe student asked and I'm like
okay, we'll try it.
And after that they were likehow do I do this for every
student in my room?
Because the program was able toreach that kid in a way that a
teacher I mean the teacherdoesn't speak multiple languages
, but it also gave that teacherfeedback and data reports and so
(09:59):
they knew how to tailor theirinstruction.
And so I think we're seeingmultiple ways that those
feedback loops are reallybenefiting both our students and
our educators.
And I think that's what I thinkabout with AI is it's not
replacing teachers ever Likeit's really giving back time to
our teachers and empowering themin a way to be better teachers
because they can use thistechnology and the things that
(10:21):
it can do so quickly.
Speaker 2 (10:23):
Well, I'm sure that I know you all do lots of teacher
training, right, and that'spart of your role, and so I
suspect that there's a lot thatyou're doing to sort of help
teachers understand how to useit to best effect but also how
to avoid some of the risks.
Speaker 3 (10:34):
Yes.
Speaker 2 (10:34):
So one of them.
Maybe it's something as simpleas when you're assigning a piece
of writing, you make sure thatthey have to include some kind
of personal anecdote, somethingthat ChatGPT can't come up with
on its own, or I don't know.
Help me understand what some ofthe tips you give teachers.
Speaker 3 (10:51):
Well, first of all.
Actually they could probablyget around that ChatGPT can make
up personal anecdotes.
Speaker 2 (10:56):
That has sense, whether they're true or not
right, whether they actuallyhappen or not.
Speaker 3 (10:59):
Of course, I imagine that also would happen that
students would make up their ownantidotes.
I think some of the tips thatwe give teachers ironically,
there are tools out there likehow to AI proof your assignment.
That is actually a thing, andsome of them will use AI to do
that.
Sure, but I think some of thethings is, first of all, have an
(11:23):
honest conversation with yourstudents about what are your
expectations, just like you dowith what are your expectations
with using Google?
Are you handwriting or using aChromebook?
You have to do that anyway.
So are there parts of theassignment that you would be
okay with them using AI andhaving a citation?
Are Is this a?
(11:44):
No, we're not using AI for this.
Would you be able to use AI anduse it completely, like for
image generation?
That would be a time where youcould probably just use whatever
the AI gave you.
So it's just having theguidelines.
We're developing some resources, but we've seen some good ones
out there that kind of use likea Talking about the stoplight.
Speaker 4 (12:04):
The stoplight, yeah, like a red, yellow, green system
of like green.
Speaker 3 (12:05):
Go ahead in this aspect.
Stoplight, yeah, Like a red,yellow, green system of like
green.
Go ahead in this aspect.
Yellow use with caution.
Make sure you cite, like youdid in the questions you gave us
, when and how you were using it.
And then the stoplight is no,we need you to do the thinking
on this one.
Speaker 4 (12:19):
Okay, interesting Two with those guidelines like it's
really important to recognize alot of those, like for our
students and our families, eventhat are watching.
This is explaining why you'renot having them use the AI.
Speaker 3 (12:31):
Or why you are using the AI Correct.
Speaker 4 (12:33):
Yes, to give both perspectives, because I mean,
right now I'm going to callJonathan out on this, but he is
a terrible artist.
Speaker 3 (12:43):
This is no lie, no secret, no shame here.
Speaker 4 (12:46):
And so him, like him being able to draw something out
probably not good, but there'sa tool that he can scribble out
a happy face and it'll give hima bunch of different options,
and so supporting that like isis a good thing depending on
what you're doing and somethingthat's totally redefining what
that looks like in education.
Before you couldn't like here'sa flower, and now it's a 3d
model with all of the shadingand things like that.
(13:08):
But I mean, there's some skillsthat we want our students doing
, regardless of AI.
We want them to be able to knowhow to read, we want them to be
able to know how to write, wewant them to be able to know how
.
Like those basic skills, butknowing that the world they're
coming into is changing, some ofthose basic skills are starting
to shift, or we're building onthose basic skills with AI.
Speaker 3 (13:34):
And I think there are other skills.
Like I know, one of thequestions you'd asked about is
like a portrait of a Kenyanscholar.
There are some of those otherskills that we've talked about
in teaching and education for along time, but I think become
even more important Criticalthinking, being good consumers
of information, knowing what'sreal and what's fake, and how do
we find a source and verifythat something is accurate,
(13:57):
being creative and problemsolving those are the sorts of
skills that I think become moreimportant in the world that
we're going to be coming into,and that's where I think AI can
augment that process, but itwill never replace that process.
Sure, no, and actually I thinkAI can augment that process, but
it will never replace thatprocess.
Speaker 2 (14:10):
Sure no, and actually I think AI is kind of like
forcing a lot of thoseconversations, right?
I mean, we're in a world wherenow we've got deep fakes and
it's becoming increasinglydifficult for people to
determine if what I'm seeing isreal.
Oh yeah, or you know yeah.
So what are we teachingstudents about how to understand
?
Has that become more of animperative for them to be
(14:31):
informationally literate?
Is that the word yes?
Speaker 4 (14:34):
absolutely imperative .
I think what you're talkingabout.
There is something that isbeing called ai literacy, and
it's how students are.
I like to divide it into twoparts.
When I'm talking about ailiteracy, one of this one side
of that is the creation creationside how are students
interacting with ai?
And the other part of that isthe content side how are they
interacting with stuff that hasbeen created by, on the creation
(14:56):
side, really helping studentsunderstand what ai is, how it
works, what it's not, and thoseappropriate uses, and then
having opportunities to interactwith it.
What we're seeing from our endis that the world of work really
is changing in terms of theskills that they will need.
I was telling a story todayabout a conversation I had in
(15:18):
2019, so several years ago, fiveyears at this point about how
GM was planning that, in 10years, that every career that
they had would have AIintegration.
So we're like five years outfrom that and I would dare say
that we've probably gone fasterthan that, but in terms of that,
our students are going to needthose skills.
(15:39):
We are seeing things on, likeour everyday tools, where there
will be an AI chatbotinteracting in the background
that a student will need to knowhow to interact with to get
information out about the rolethey have for their job, and so
really, it's teaching those likebasic skills of like how do you
interact with that?
Um, oftentimes with the chatbot.
We call that prompting.
It's the interactionconversational piece, um how you
(16:01):
can take college courses onthat you can it'll be a college
major soon enough.
Yes, but like having those,those skills of how do you do
that and how do you do thateffectively and what processes
do you need to work through andwe're working on developing some
resources for Canyon studentsso they can have a framework for
that of how do I work throughthat thinking process.
And then looking at theinteractive part, which is how
(16:24):
do they interact withAI-generated content, and that's
really talked about beinginformation literate, how to
continually ask questions, howto cite information that's out
there, how to look for thosecitations.
A lot of people may not realizethis, but for the large
majority of citation guides thatwe have out there, you're asked
to not only date something butalso give the time.
Like that's how fast things arechanging and so just realizing
(16:47):
that there's these skill sets,that they need that AI literacy,
and for students in Canyonswe're having frameworks.
We have lessons that areembedded into our digital
citizenship week.
We have materials that areavailable for teachers that have
been approved and gone throughthat process so that we make
sure that they're getting highquality resources on how to
teach these skills.
Speaker 2 (17:06):
So on to diving in a little deeper about how we are
there, specific AI tools we'veapproved for our classrooms and
kind of what is the thoughtprocess that goes into
determining what we are able touse and what we shouldn't use?
Speaker 3 (17:18):
Sure, well, we have a website, okay, so it's
wwwcanyonsdistrictorg slash AIVery simple, so I think people
are able to remember that.
So Emma on the screen showssome of the tools that we have
approved, and we have adifferent list for teachers and
for students.
Okay, I think it's important tounderstand that this applies to
(17:42):
all technology tools we use ineducation, not just AI, but that
there are state guidelines thatwe have to follow, and so we
have an approval process thatlooks at student data privacy.
What are they going to be doingwith the information that's
given to the company?
There are specific things theycan do and they can't do.
Speaker 2 (18:03):
So, in other words, you need to read all that fine
print, right, the fine print.
Someone has to read that.
That's some of the things thatwe get involved in.
Speaker 3 (18:13):
But I think it's really important for AI because
in the past the information islike name, date of birth,
address, that sort of personalidentifiable information.
Identifiable information.
An additional component with AIis all the information that you
feed it.
Depending on the tool, thatthen becomes something the
(18:39):
company can use to train on toimprove their product.
But improving their product tomake money on.
There's different thoughts onhow that works.
Now that's not necessarily whathappens.
In fact, the tools that we haveapproved they don't do that
because it's part of the statelaw that we have to follow.
Speaker 2 (18:56):
And federal law right .
Speaker 3 (18:58):
Federal data privacy Federal data privacy, but there
are additional staterequirements that we have in
Utah based on bills passed bythe legislature, and so it's a
pretty strict process that wehave to follow.
So everything that's beenapproved has those safety
features, especially when itcomes to student data and what
happens with it and how it canbe used.
Speaker 4 (19:16):
Interesting.
I think we're also looking atlike we have been training
teachers, like when we havethese conversations and offer
professional learningopportunities.
That is one of the keycomponents we always talk about.
It's part of our framework,which is linked here on our
website that Jonathan mentioned,but we have a guidebook for our
district, so it's called theview of AI in canyons and this
(19:37):
is just like some of the intropages.
But you can see, here we havethings set up for educators, we
have things set up for students,we have things set up for
families that you can go look at.
But one of the things I loveabout our framework is that the
second thing on there is firstunderstanding AI and second is
looking at implementing safelyfor your students.
Like that I think is soparamount for me when I started
working with AI is making surethat it's not just we're handing
(20:00):
over AI, it's that we're doingit a way that we want our
students, our staff and ourfamilies as well to understand
what this is, how it works andthen how they can use it in a
safe way, so that we canmitigate a lot of those risks
like the data privacy breachesthat we've seen for larger, more
broad tools, but not the onesthat are approved for use here.
Speaker 2 (20:18):
Right, well, and maybe give me a couple of tips
that will be super useful forparents, because we're doing
what we can to protect studentswhile they're under our care.
But what should parents knowabout what tools they should or
should not advise their childrento be using at home?
Speaker 3 (20:33):
Well, the first thing I go to is one thing I tell
parents or people in thecommunity, people I meet, the
first thing I say is just try it, because as you try it you
learn what it will do and itwon't do.
While it has these person-likefeatures, it's still a bunch of
ones and zeros and Xs and Os andprogramming bits and things.
(20:54):
It's not human.
It operates on a certainalgorithm, a certain pattern of
recognition, and so as you useit, you say, oh, it's good for
this, it's not good for this,this, it's not good for this.
It's great, as what I like tosay generally is it's a great
starting point, but then youhave to add your humanness to
whatever it is that you'recreating.
(21:17):
The second thing I say is I knowwe talked about all the
legalese that you have to.
It's important to read that,yes, and because a lot of
products out there, for example,are meant, are set at a level
where it's only for adults.
Um, because adults are the onlyone that can kind of sign their
way or rights to whateverthey're asking for the
(21:39):
information that they're gettingback from.
So kind of be more particularthan you probably would when you
just check the box withMicrosoft or Apple or whatever
Google whatever.
Um, you probably want, when youjust check the box with
Microsoft or Apple or whateverGoogle whatever, you probably
want to pay attention to those.
I think sticking with the toolsthat because, as you said, like
(21:59):
in Microsoft, things areembedded, in Google things are
embedded.
Those are probably good placesto start.
We also will be demoing acouple of things here in a
minute.
But those are probably some goodplaces to start.
We also will be demoing acouple things here in a minute,
okay, yeah, but but those areprobably some good places to
start because those companieslike, if they, if there are
breaches or there are problems,they have a lot more to lose
than some of these startupcompanies, gotcha.
Speaker 2 (22:21):
Yeah, you wanted to demo some things.
What are?
These tools that we kind of areusing Sure.
Speaker 3 (22:25):
Yeah.
Speaker 2 (22:25):
All classrooms or most classrooms.
Speaker 3 (22:27):
Well, the the one we're going to start with is
something where we're exploringsome greater strategic
partnerships.
I'll leave it at that, rightnow.
But this is called Magic School.
It's awesome.
Let's start there.
Speaker 4 (22:42):
Magic School has two sides to it.
So the first side that we haveis it has a teacher-facing side,
so it has tools that arespecifically designed for our
educators.
It also has a student sidewhere a teacher can set up a
room for students to engage withthe AI in that space, which
means that the teacher receivesa report.
They know all of the generationthat's happening with the
(23:04):
student, the conversation.
They can look that up.
It has some safety featureswhere if a student has brought
up something that may beinappropriate or dangerous, it
will flag it for the teacher andso there are things safety
features in place here.
But, like Jonathan said, thistool is awesome.
It has a lot of integratedfeatures and it takes out I
mentioned prompting earlierthese because they're education
(23:25):
specific.
An educator doesn't necessarilyhave to prompt to get some of
the scaffolds that are alreadyin place.
So they have a lot of toolshere.
You can see I've favorited acouple a professional email
writer, an email responder butthey have a lot of tools that
are set up for what teachersmight need.
So they have a text leveler ora teacher could put in a YouTube
video and get specificquestions.
(23:46):
Wait what's a text leveler?
Speaker 3 (23:47):
Oh, that's a good question.
So in a YouTube video and getspecific questions.
Wait, what's a text leveler?
Oh, that's a good question, sogo ahead and click on it and
we'll show you so let's say thatyou have an English passage in
sixth grade and you havestudents in your room that maybe
are on an IEP and they readabout a third grade level.
Speaker 4 (24:05):
I'm going to go pull up a Romeo and Juliet text.
Yep, I'm not sure where I am.
Speaker 3 (24:08):
I don going to go pull up a.
Speaker 4 (24:10):
Romeo and Juliet text .
Yep, I'm not sure, I don'tthink we need the entire play.
Speaker 3 (24:13):
Nope, we'll do the prologue, we'll take the
prologue.
Speaker 4 (24:15):
There you go.
So we're going to take theprologue and I'm just going to
copy it in here.
Speaker 3 (24:21):
And then I want to put that on a third grade level
to make it more accessible formy students that maybe are
struggling readers for whateverreason.
Speaker 4 (24:31):
Oh, goodness, look at that.
So then it came up as a storyof two families.
Once upon a time, in abeautiful city, of Verona, there
were two families.
Both families were honorableand proud, but they had a
longstanding fight that madethem very unhappy.
That's something a third graderwould understand.
Speaker 2 (24:43):
Yeah, that about sums it up too, doesn't it it?
Speaker 3 (24:45):
really does so, then you're able to take that and
then you could have alternativecopies for those students so
they are able to follow alongwith the plot and be able to
participate with the classbecause they have the
information they need.
Speaker 4 (24:56):
It's like a glossary.
They have the grade-levelcontent at a level that they can
interact and start to engagewith.
Speaker 3 (25:02):
Yeah, or an illumination of the text right
and then you notice this is oneof the reasons why Magic School
has additional questions andthings you can do.
You could actually go toactions and translate that so
you could have it in anotherlanguage, so a student could
follow along in both languages,if maybe they're not a native
speaker.
Speaker 4 (25:17):
So I know one of our main languages here in Canyons
is Spanish.
Let's translate that intoSpanish.
And this is one history of thetwo families.
Oh, that's amazing.
And then, yeah, here in thebeautiful city of Verona so it's
adjusting for that sentencestructure as well there's two
families.
There are two families.
Yep, this is they werehonorable, and I don't remember
(25:40):
what that word is in Spanish.
But and then it talks about.
So you can see that.
The other thing that I loveabout this for our students is
it has a read aloud feature soit could read aloud for our
students and this is on ateacher end, right, so it's
leveling it, but you can alsouse, but it'll do the same thing
for students.
It'll do the same thing forstudents, yeah.
Speaker 2 (25:58):
Interesting, so sort of for the processing right,
like if you are better atauditory learning school.
Speaker 3 (26:04):
there's, there's many , many more oh, I bet there's a
song generator oh nice there'steacher jokes yes, and they are.
Speaker 2 (26:13):
Are they better than dad jokes or?
Speaker 4 (26:14):
no, they are dead jokes they are on par um, I do
like things too, like clear,clear directions, like a teacher
could take their directionsthey have and say, is this more
clear?
Um, they have one.
They have an ai that's trainedon common misconceptions, so
they could plug in somethinglike maybe you have a first year
teacher who hasn't taughtsomething as long, because it's
(26:35):
like something you learn overtime.
Right, and they put insomething and it would bring up
common misconceptions so theycan anticipate those questions
Like that would have been sohelpful.
Speaker 3 (26:42):
I think there's times I was like I was not expecting
that one and so it may not be100%, but and it helps you with
life, like the one shehighlights right now a gift
suggestion, because you're likeI have that person in my life
and I never know what to getthem.
There you go, yeah, yeah,that's great, it could do that.
Speaker 4 (27:00):
They also will give you recommendations for tools
inside of Magic School.
So if you're not sure where tostart, you could click on tool
recommendation.
You could say this is my gradelevel, this is some of the
things that I need, and it wouldgive you a recommendation based
on that it can also forteachers, recommend IEP goals,
accommodations, behavioralintervention plans, 504 plan.
Speaker 3 (27:19):
So it can give you suggestions for all of these
things and then lets you be ableto work with it from there.
It can create presentations andimages, Wow.
Speaker 4 (27:28):
There's our presentation generators so you
can generate those.
Speaker 3 (27:31):
That came out very recently and there's much
excitement in the land, I bet.
Speaker 4 (27:36):
I bet.
So, yeah, there's a lot ofdifferent things here that our
teachers can access and be ableto use, and this is one of the
tools that we've mentioned isapproved for both teachers and
students, and so a lot of thingshere that really save some of
those steps in time and can maketeachers more efficient so that
they have more time to spendwith our students, and I think
(27:56):
that's really what it is is.
It's like it's not replacingthem in any sense, it's helping
empower them, because I reallythink that for AI like if I
pulled down this window, you'dsee on the backside of my
screensaver, but it talks aboutthat creativity and agency must
still persist in this world ofAI.
And I think, for our teachers,we still want them being
creative, we still want themthinking and making choice, just
(28:19):
like we want our students to beable to do, but that human
element of them is going to comeout more because they have more
time.
They're not spending timeleveling text.
Speaker 3 (28:28):
That used to take me hours to do for history lessons
and some teachers would give upand they're like I can't do it.
I'm not going to sacrificeother things in my life for this
.
Speaker 4 (28:37):
Yeah.
Speaker 3 (28:38):
Show them the magic student.
Speaker 4 (28:40):
Oh yeah, let's do that.
So let's say we're going tolaunch a room to students, so
I'm going to go in and I'm goingto create a room.
You can see here that I've donea few of them, but I can
actually go in as a teacher andsay this is a third grade room,
we'll go with that and I canpick which tools my students
have access to.
So that really helps you as aneducator.
(29:02):
You're integrating this toolfor a specific purpose.
We're not just handing over AI.
Speaker 3 (29:08):
The top one right.
There is actually one I reallylike for students.
It's called Quizme.
Yeah, over AI.
The top one right.
There is actually one I reallylike for students called Quiz Me
.
So you can allow the studentsto have the AI quiz them to make
sure they know the informationas a review.
Speaker 4 (29:21):
So we've seen teachers that what they'll do is
they have that in there andthen they'll put it like all the
information for their unit init and they'll have that up and
then at the end of the day, asan exit ticket, their students
will go in and they'll interactwith it and then it actually
gives all that real time databack to the teacher of what they
were asking about and then theteacher can adjust their
instruction and it'sindividualized for every student
(29:42):
, but this one is actuallydynamically adjusting to what
the student understands and thengiving information back to the
educator on where that level isat.
It's not just the questionsthey designed, but the questions
the student actually has and Ithink that's important right
well yeah it's.
Speaker 2 (30:02):
It's helping the student understand also right
like where do I need to work alittle bit more?
Right but then also the teacheris empowered with that data so
that they can adjust theirinstruction if need be.
Speaker 3 (30:11):
Yeah, so or the parent when you're at home and
you're like Dad, quiz me on this.
You're like I need to go walkthe dog and make dinner and do
all the other things, right?
Oh, this would be anopportunity where they might be
able to be a little moreindependent.
Yeah, I love that.
Speaker 4 (30:28):
So, yeah, they have an AI literacy bot that's in
here so they can actually haveyour students.
We've seen teachers start outwith that tool.
They have this one that Ireally like.
It's called chat with docs.
As I hover over it, it'll addit up here, but you can upload a
document as a teacher.
So, let's say, you wanted tohave your students like read a
passage like an article about Idon't know About plants read a
(30:51):
passage like an article about.
Speaker 1 (30:53):
I don't know About plants Like plants.
Speaker 3 (30:54):
Sure.
Speaker 4 (30:54):
We'll go with plants About plants and they can
actually have a conversationwith whatever is in that
document so they can askquestions.
It will give them questionsback, one that I help with this
elementary STEM endorsement andwe actually gave them.
I'm going to search for it.
We gave them character chatbotsand so what they did is we set
(31:15):
them up as career experts.
So we have our STEM endorsementstudents exploring a wetland
right now.
So we had a chatbot that wasset up as from Utah's division
of natural resources and gave itsome like what gave it.
The website said go read theinformation, and so our teachers
that are learning in that classare actually having
conversations and askingquestions about Utah wetlands
(31:36):
with this chatbot that wasacting as an expert on the field
and I actually ran it by afriend who that's what she does
for her work and she was likethis is really doing a really
good job, cause I was like Ineed to verify before I hand
this off to teachers that thatit's pulling the right
information, right information.
But that's an experience youcould typically have that you
suddenly have an expert in yourclassroom pretty instantly on
(31:57):
information that your studentscan ask in-depth questions to,
so that one is really fun aswell.
So once you do that, you add inthe tools that you want.
I can actually customize.
So if I wanted to give themspecific instructions, like
maybe for this character chatbot.
Speaker 3 (32:13):
Harry Potter Because it can be a historical figure,
like it says historical figure,real or fictional.
Speaker 4 (32:20):
I can have it be Harry Potter.
It'll give me a preview of whatstudents see so I can say, hey,
you're Harry Potter and I cangenerate hello, I'm Harry Potter
.
I'm really excited to talk toyou.
Wow, Jonathan, what do you wantto know from Harry Potter?
Speaker 3 (32:34):
I want to know who his enemies were at his school.
Speaker 4 (32:37):
Who are your enemies?
Okay, I have a few enemies.
Most favorite is he who shallnot be named.
Speaker 3 (32:45):
Yes.
Speaker 4 (32:47):
He's a dark wizard who wants to take over the seat,
but I think things like that.
We saw an elementary teacherthat they had just done a
project on Neil Armstrong andshe set up some specific
prompting so that it would levelfor her students and so they
were all having individualsconversations, with training on
Neil Armstrong after they haddone these presentations and it
was like interviewing NeilArmstrong and then had them
(33:09):
reflect on it and come back andit was such a more engaging and
in-depth experience for studentsto feel like that this
historical figure was a realperson, rather just like well,
there's a picture.
They felt like they couldconnect and interact and ask
questions and things like that,and it would give like specific
references to certain events,which I really liked as well.
Speaker 3 (33:29):
So when you click done so, when you kind of try
everything out, you go ahead andlaunch the room Once you do.
One thing that's really nice isthere's no student logins.
So they have a website they goto and have a code that they
join, but it never asks for anypersonalized information from
them which is really nice, so itkind of removes.
(33:50):
It adds an extra layer ofprivacy on.
Speaker 4 (33:53):
Right, Um, and then join it and I'll show you what
it looks like what it looks likeas a student.
Speaker 3 (33:57):
Yeah.
Speaker 4 (33:58):
So they just been there.
This is the same process youmight join for other
technologies.
You have in the classroom nearpod a Kahoot, a GimKit first
name, with a code Um, and then Ican join that room and it
actually up with.
This talks about how to use AIresponsibly.
Going back to that AI literacy,I have read this about 100
times so I'm going toacknowledge, but I would
encourage you to read.
Speaker 3 (34:19):
Yeah, you can pause the video and watch this if you
want to.
Speaker 4 (34:22):
But they can go in.
So, like that character chatbotwe just set up Harry Potter's
there I could generate and havethat conversation with it.
You have that conversation withit.
You can see here that it gotsomething different and so I can
have that.
I can also go in and do.
I don't think I gave it a topicfor Quizme, but an AI literacy
bot.
So if I wanted to knowsomething I don't know why it's
giving me an error, butsomething I'm going to choose
(34:44):
that question how does AI learnto write like a human?
And I've set this up for ayounger grade, so that's a great
question Through a processtraining.
Here's how it works.
I think it's because I'mconnected to a second screen,
but learning from examples AI istrained in a lot of text Like
this is a very elementary levelfor how this is working.
(35:05):
But again, I can have it readaloud and students can translate
.
I could summarize that.
So I could summarize that intoa sentence if I wanted to.
Oh, if it's thinking about it,hold on, let's try it one more
time.
I think it's because I'mpresenting.
Speaker 3 (35:18):
Yeah, it's because you're presenting, there we go.
Speaker 4 (35:21):
It's having issues with the screen, but I'm here
for questions in a way that'seasy for students to understand,
focusing on how it works, itsapplications.
So just shortening all of thatdown, and so it has tools built
in for our students to use aswell.
But then, as a teacher, I'mcontrolling that narrative
essentially around what AI toolsare being used, which again
puts more safety and precautionsand things in place for our
(35:43):
students that are using AI.
Speaker 3 (35:45):
And this is one that we're taking a really hard look
at at having a more connectedpartnership with the district.
Speaker 2 (35:53):
Because right now it's just being used sort of on
a test pilot basis.
Speaker 3 (35:56):
Well, it's available free for educators Okay, but
we're looking at possiblylooking at piloting and looking
at using it with some of theirpaid features, with how it's,
more integrations and things.
Speaker 4 (36:08):
We're in the early stages of that, again, wanting
to make sure that, as we'reproceeding forward, that we're
doing it in a way that's mostbeneficial for students and when
looking at that process andmaking sure that we're
communicating and workingthrough.
So we say you have this rightnow, we have beginnings of a
plan that's working through andas that comes forward, it'll be
shared more and communicated sothat everyone is able and aware
(36:30):
of what's happening.
Because I think that'ssomething that's part of the
reason that we had a website soearly on is because we wanted to
make sure that we were sharingwhat's happening with our
parents and our families and oureducators so that they're aware
.
Speaker 2 (36:41):
Yeah, and I love that , because one of the things that
we've always said in Canyonsright is that it's not
technology for technology's sake.
Speaker 1 (36:47):
Right.
Speaker 2 (36:47):
We want to use technology and make sure that
it's for a purpose right For aneducational goal.
Speaker 3 (36:53):
Absolutely Want to see some other cool tools.
We have two more that arereally fun.
Speaker 4 (36:58):
So this one is kind of like Nearpod, but what it
does is that it uses and givesAI feedback, and so I'm not sure
how we're going to show thislive, but there's some things in
here that you can have drawings.
So you can have drawings, soyou can draw, and it will like
register, based on your drawing,what you have um I wouldn't do
that well on that one so like,for example, this is a recent
(37:21):
report you can see that they did.
They got like 100, which meansthey had some drawings or they
did not participate.
It gives me their participationlevel on that particular one.
Um on, I'm trying to think ofwhich one has has the ai
feedback yeah, I think it's inthis one, that one does yeah um
(37:42):
give it a second.
It's going to give me a summaryhere, but it showed me here,
like here's student insights,and then it showed here what are
examples of push and pull.
I had a sample teacher use this.
I pushed the door open and thenit gave some AI-generated
feedback down here.
And what's really cool so thisis the report end I just had one
student in this class is thatit will give individualized
(38:03):
feedback to every student in theclassroom, and so when you're
looking at like an elementaryteacher, for example, that you
don't necessarily want yourthird grader interacting with an
AI chatbot, right, this is agood way that the teacher could
use it, get real-time data backand still have those beginning
stages of learning how tointeract with AI feedback.
Speaker 3 (38:22):
Yeah, and they have some really fun features too.
One of my favorite ones is theyhave as a vocabulary building
activity you do a meme battle,oh nice, Nice.
Favorite ones is they have um,where as a vocabulary building
activity.
Speaker 2 (38:32):
You do a meme battle.
Speaker 3 (38:33):
Oh nice, nice and then the and then again that the
ai back end will.
Then, uh, you produce somethingthat gives them feedback on
whether they they hit did theright meme or not.
Speaker 4 (38:43):
Okay, I'm too old for me to get that one right, but
you know I love that um.
The other one we wanted to showyou is called goblin tools, so
this is one that's approved forteacher use in our district, but
it has some really fun thingsthat I think our families would
like, if you're looking for anentry point.
Okay, which one would you liketo show first?
Speaker 3 (39:00):
Don't we have to do the chef first.
Okay.
Speaker 4 (39:03):
So this one is called the Chef, and you can put in
anything that you have in yourfridge and it will generate a
recipe for you, your fridge andit will generate a recipe for
you.
Speaker 3 (39:11):
So Well, parents are not going to want that.
Well, working mom is not goingto like that Right.
Speaker 4 (39:16):
What things do you have in your fridge right now
that you know I'm going to haveyou use it as an example.
Speaker 2 (39:20):
Okay, eggs, eggs, milk, milk, cheese.
Okay, tortillas.
Speaker 3 (39:26):
I already know where this is going to go.
What?
Speaker 2 (39:27):
else On.
Uh, what else?
Onions, tomatoes, lettuce,garlic, okay.
Speaker 4 (39:34):
Is that enough, yeah?
Go with that.
So I'm going to have it suggest.
So it's going to think for asecond.
I know we're used to thingscoming pretty instantly, but
give it a minute while thinking.
There we go.
So we have a cheesy breakfastquesadilla and it's going to
tell you the serving size.
(39:55):
This serves two.
Give you some ingredients andsome instructions on what to do.
So, right here we can see,whisk together the eggs and the
milk until well combined.
Heat a non-stick skilletfurther and add the diced onions
.
Saute for two to three minutes.
Pour the egg mixture into theskillet with the onions,
tomatoes yes, it's going to gothrough all of that process and
so this is really fun because itlike organizes.
I will say some I know we hadlast year in our department.
(40:17):
We had part of like a summerchallenge to cook something, the
recipe that is suggested, andsometimes they're not a hundred
percent.
So check your sources.
Um, I also feel like we do geta lot of like quesadillas or
skillet type dishes.
Um, still learning, but a lotof quesadillas or skillet-type
dishes.
Still learning, but a lot of fun.
I definitely have used thiswhen I'm like what's in my
fridge.
I had a teacher the other daythat was like I paid for the
(40:41):
premium version because it wouldsave menus or something for me.
So kind of fun.
It also has some good things inhere, like a magic to-do list.
My husband uses this a lotcause it'll break down tasks
like larger projects intosmaller sections.
So I'm just going to use asimple one.
But like how long does it taketo clean your room?
That was something.
Speaker 3 (41:02):
No, this is something I needed when my kids were
younger.
Speaker 4 (41:06):
Like that's just one item but then I'm going to come
over here and break it down andit's going to break it down.
So gather cleaning suppliessuch as a trash bag, vacuum or
broom, remove any items, collectand dispose dust the surfaces,
wipe down, organize belongingskind of walks you through that
process.
I've seen educators use this onhow to break down larger
(41:26):
projects for their students.
So again, it's an educator toolbut they would put in
directions and break it down andbreak it down into really
manageable parts for our kidsthat maybe are working through
some of that processing.
Speaker 2 (41:37):
That is so important, because we do that all the time
.
Speaker 3 (41:39):
Some of our neurodiverse students too oh
right, yeah, you know, may haveattention issues or have or
struggle with that skill of likewhere do I start that kind of?
Speaker 2 (41:47):
thing.
Yeah Well, I mean, all kids arereally like how many times have
I said that as a parent, cleanyour room and then it doesn't
get done because I probablydidn't provide the steps right.
What?
Does cleaning your room meanLike how do you get from point A
to point B?
Right yeah, them more likebetter, because you can do some
of these things quicker.
Speaker 4 (41:58):
You can do some of these things.
Learn how to do some of thesethings.
I know I mentioned my husbandused this a lot at the beginning
but he started being like, oh,I kind of anticipate, cause I
(42:19):
know how it's going to breakthis down to make it not so
scary and like that's what ourstudents are starting to do as
well.
Right, this really is there as asupport and a scaffold, not as,
again, as a replacement in anyway.
It's really just helping takewhat already makes them uniquely
human and like amplify that andempower them.
I, I firmly believe like at theend of the day, I have not on
(42:39):
this computer, but I have asecond screen in my office that
like says the AI still needshumanity, and I think that's
actually what makes it soamazing is because there's a
person behind it interactingwith it.
Speaker 2 (42:49):
Yeah, yeah, no, that's a great point.
I think, that's a great placeto end, unless you had anything
else you wanted to share.
Speaker 3 (42:54):
No, I think that's great yeah.
Speaker 2 (42:55):
And I'm sure this will be a conversation that we
continue to have.
Right, because what's going tohappen tomorrow?
Right?
Speaker 3 (42:59):
What do they say that ?
Speaker 2 (43:00):
AI is the worst today it'll ever be right.
Speaker 3 (43:03):
That's true.
Speaker 2 (43:08):
Yeah, that we love having you on.
So yeah, thanks again both ofyou for being here today and
again you've been here with usfor the latest episode of
Connect Canyons.
If you like this episode,please be sure to subscribe, and
if you have any ideas fortopics you'd like us to cover,
please email communications atcanyonsdistrictorg.
Thanks for tuning in.
Thank you.
Speaker 3 (43:29):
Thank you.
Speaker 2 (43:29):
Thanks.
Speaker 1 (43:34):
Thanks.
Thanks for tuning in, thank you, thank you, thanks.
Thanks for listening to thisepisode of Connect Canyons.
Connect with us on Twitter,facebook or Instagram at Canyons
District or on our website,canyonsdistrictorg.
Welcome to Connect Canyons, a podcast sponsored by
Canyons School District.
This is a show about what weteach, how we teach and why we
get up close and personal withsome of the people who make our
schools great Students, teachers, principals, parents and more.
Speaker 2 (00:19):
Welcome to Connect Canyons.
I'm your host, kirsten Stewart.
For today's episode we aretalking about AI, or artificial
intelligence.
Ai is new, it's fast evolving,it's disruptive and as such it's
a little unsettling.
We've been here before.
You can think back to the birthof the printing press color TVs
, personal computers, theinternet.
You know the rise of anythingthis pervasively transformative
(00:43):
is either sort of heralded asthe cured all of our problems or
sort of labeled as a perilousthreat.
So, whatever the risks andbenefits, I think we can all
agree AI is here to stay.
We know schools are using it.
A recent Walton FamilyFoundation poll in fact found
46% of teachers and 48% ofstudents say they use ChatGPT at
(01:05):
least weekly.
So the questions become how dowe use it in a way that's
responsible, informed andaligned with our educational
goals and our ethics?
So with us today to exploresome of those questions are
Canyons District's AI experts.
We have two digital teachingand learning specialists, emma
Moss and Jonathan Stewart.
Welcome.
Speaker 3 (01:24):
Welcome.
Welcome.
Thanks, Kirsten.
Speaker 2 (01:26):
Thank you, thanks for being here, excited to be here.
For the record, this is real.
This is not computer generated,but I did actually use AI to
help me organize my script andmy questions.
Speaker 3 (01:39):
And she let us know that, which we appreciated.
Yeah, that's where it came from.
Speaker 4 (01:43):
And when we looked at it, I actually really
appreciated that she used theproper formatting.
So there's some citationguidelines around how to use AI
and she had that there and wewere like this is cool, ready to
go Well, and the reason I didit because Emma taught me how.
Speaker 2 (01:56):
But so let's start maybe just with a general
overview of how AI is being usedin schools now, and then maybe
just kind of start with givingme a couple of examples.
Speaker 4 (02:06):
That sounds great.
Speaker 3 (02:07):
Sure.
Speaker 4 (02:07):
In terms of education .
It has some really greatapplications and really good
things for the classroom, and sowhen we're talking about how
we're seeing it used, we'reseeing it used in two spaces.
One is for our teachers andbeing more efficient in how
they're able to manage tasks.
I think, specifically, one thatI see a lot is like they're
using it to generate lessonplans or having a starting point
(02:29):
, for I need a rubric for thisassignment.
Where do I start?
And then having it do what Ilike to say, like we want AI
doing our doing, not ourthinking, and so using that as
the starting point and thenbuilding from there and for our
students, really seeing itpersonalize their learning and
how they can interact and askquestions and be able to be
reached at their level.
(02:49):
Jumping back to something Isaid earlier, but it's been
around for a while we justhaven't had this generative
capability and so some of ourtools that you know very well
things like your Netflixsuggestions that's a predictive
AI and it's running in thebackground, based on what you
are learning about.
It's learning about you reallylike I really like baking shows
(03:09):
and so my Netflix will give mesuggestions for different baking
shows right, or on Spotify orwhatever music player you're
using you can it'll give yousuggestions on new songs.
That's using a predictive AI,whereas we've even had things
that are even before, that arereactive AI.
So if you take, if you've everhad like an adaptive test in a
(03:30):
school where it's like, if youpick option B, then you get this
question, that's an adaptive AI.
It's based off of programming,but this generative AI that we
have is is creating and givingthat really sense that it's
interacting with you.
So I think that's why it's alittle different, because it
feels much more uniquely humanthan I think we're used to when
we're interacting with acomputer, and I think for our
(03:52):
educators it also means it hasmore of a depth of knowledge
that it can pull from and createthings that are unique to their
classroom space.
I gave you that example of likea rubric generator.
But it can generate a rubricthat's cool for all of your
students, but I've seen teachersthat have started using
specific rubrics based on whichstudent like, which student
(04:13):
group they have, so that theycan tailor that instruction to
what the student needs, which Ithink is such an amazing thing
that they can do that so quicklyand be able to adapt to what a
student needs in the classroomand respond to that.
And I think when you look atthose implications, it makes AI
a little bit less scary and morelike wow, it could reach my
student.
I think, particularly for our,like, multilingual learners.
(04:36):
I saw a teacher that they whatthey did is they used the AI
with a chatbot, that they'rehaving a conversation and they
put in some instructions for it.
So they did that thinkingprocess right and they put in
the instructions for it to beable to say like hey, when a
student comes across a cognateword for English to Spanish, I
(04:56):
want you to define that cognatein this space when you're having
the conversation.
So for our multilinguallearners, instead of just like
straight translating it, it'sactually giving them the support
and the scaffolds they need inthe learning process.
Speaker 2 (05:07):
Wow, that's fascinating.
Speaker 3 (05:10):
And then I think, another population that this
really helps is our studentsspecial needs special education
students and I've seen, you know, there's lots of ways where you
can ask it to do accommodationsand things, but I'm going to
use a more personal example.
So my sophomore in high schoolhas a learning disability.
She has a learning disabilityin reading and she actually uses
(05:33):
AI in several different ways.
So she uses the more I'll callit traditional AI, if you want
to say it that way.
So she uses a lot of speechdictation.
I worked for 13 years inspecial education as a school
psychologist and we used to haveto pay thousands of dollars and
have special equipment andspecial software to do some of
(05:54):
the things that are justembedded in the tools we use now
.
So she'll use a speechdictation because she's a very
good oral processor, but when itcomes to the actual physical
writing or typing and that sortof thing, she really needs a lot
of help.
Speaker 2 (06:06):
So to help her write a paper or something.
Speaker 3 (06:08):
Help her write a paper, a story, anything like
that.
Anything where she has to getgrammar right is painful for
everyone involved that includesme.
So she'll do the dictation,she'll get her draft there and
then she can use an AI to helpgenerate an outline if she needs
(06:29):
to, to help organize herthoughts.
She'll use it to help with thatgrammar and punctuation with
the Grammarly, or there'sanother tool that she uses
called Quobot that will helpclean up some of those things
that she's still learning or,quite frankly, will never be
good at.
But you know, it's gotten tothe point where I thought she
(06:51):
would struggle with writingforever.
She's a terrible speller andyou know, the last two or three
years she's worked on a bookonline with her cousin.
You know she's got lots of bigideas and lots of thoughts.
She'll put it down.
She has her cousin be hereditor, but she's able to do
(07:11):
that because of thesetransformational technologies.
Speaker 2 (07:14):
Wow.
Speaker 3 (07:15):
And it goes from a student that probably would be
in a resource classroom, need alot of support and get really
frustrated because she's smartenough to understand the ideas
but has these roadblocks in herbrain.
She's able to accommodate andadapt with that and AI is a part
of that to where she's able tobe in honors English and it's
not an issue.
Speaker 2 (07:33):
Oh, that's amazing.
I mean, those are the kinds ofstories that I think are
important for parents to heartoo and understand, right,
because sometimes we have theseknee-jerk emotional reactions to
new technologies and we kind ofthink about some of the risks.
I think most parents probablygo straight to this notion of
well, my student's just going touse it to cheat and plagiarize
or whatever right.
Speaker 3 (07:53):
Sure.
Speaker 2 (07:54):
Have ChachiBT write their paper for them, but what
you're saying is no.
Students are figuring out waysto use tools to advance their
learning right and we're seeingthat really across the board.
Speaker 3 (08:06):
I think about the student that you've told me the
story about the student whenChatGPT first came out and you
were still in the classroom.
Speaker 4 (08:14):
Yes, that is a good story.
I had a student that they wereusing ChatGPT and I didn't know
that at the beginning.
But they came up and they werelike Ms Moss, and I was like,
yes, they were like I havesomething to tell you.
So I used to teach eighth gradeand he was like I use ChatGPT
to write my assignment for me.
And I was like, okay, andthey're like, but that's not
like the whole story.
(08:34):
He was like so what I did?
Because I didn it to write likeme and I realized that I'm
actually a really terriblewriter.
I need a lot of help.
I had this like teaching momentof like okay, yeah, okay, let's
, let's figure that out.
(08:55):
But like the fact that thatstudent went through the process
of like I gave it my writing sothat it didn't look like
cheating, and then realized Ineed to be better, like that's a
feedback mechanism for them andthat's what we're seeing with
kids.
I mean the other example I thinkof we have a student at one of
our schools that a coach wastelling me about, that they are
a multilingual learner and theyare in one of our advanced
(09:16):
programs and they used it tohave them work through a lot of
the vocabulary for our medicalassisting program and it would
give them individualizedfeedback and then clarify things
in their home language and sothey could go back and forth in
this translanguaging process.
And they actually were one ofthe top scorers in the class
when they passed that testbecause they had an AI that was
(09:36):
doing that personalized feedbackmechanism for them.
And I know the teacherspecifically was kind of like I
don't know about this, and thenthe student asked and I'm like
okay, we'll try it.
And after that they were likehow do I do this for every
student in my room?
Because the program was able toreach that kid in a way that a
teacher I mean the teacherdoesn't speak multiple languages
, but it also gave that teacherfeedback and data reports and so
(09:59):
they knew how to tailor theirinstruction.
And so I think we're seeingmultiple ways that those
feedback loops are reallybenefiting both our students and
our educators.
And I think that's what I thinkabout with AI is it's not
replacing teachers ever Likeit's really giving back time to
our teachers and empowering themin a way to be better teachers
because they can use thistechnology and the things that
(10:21):
it can do so quickly.
Speaker 2 (10:23):
Well, I'm sure that I know you all do lots of teacher
training, right, and that'spart of your role, and so I
suspect that there's a lot thatyou're doing to sort of help
teachers understand how to useit to best effect but also how
to avoid some of the risks.
Speaker 3 (10:34):
Yes.
Speaker 2 (10:34):
So one of them.
Maybe it's something as simpleas when you're assigning a piece
of writing, you make sure thatthey have to include some kind
of personal anecdote, somethingthat ChatGPT can't come up with
on its own, or I don't know.
Help me understand what some ofthe tips you give teachers.
Speaker 3 (10:51):
Well, first of all.
Actually they could probablyget around that ChatGPT can make
up personal anecdotes.
Speaker 2 (10:56):
That has sense, whether they're true or not
right, whether they actuallyhappen or not.
Speaker 3 (10:59):
Of course, I imagine that also would happen that
students would make up their ownantidotes.
I think some of the tips thatwe give teachers ironically,
there are tools out there likehow to AI proof your assignment.
That is actually a thing, andsome of them will use AI to do
that.
Sure, but I think some of thethings is, first of all, have an
(11:23):
honest conversation with yourstudents about what are your
expectations, just like you dowith what are your expectations
with using Google?
Are you handwriting or using aChromebook?
You have to do that anyway.
So are there parts of theassignment that you would be
okay with them using AI andhaving a citation?
Are Is this a?
(11:44):
No, we're not using AI for this.
Would you be able to use AI anduse it completely, like for
image generation?
That would be a time where youcould probably just use whatever
the AI gave you.
So it's just having theguidelines.
We're developing some resources, but we've seen some good ones
out there that kind of use likea Talking about the stoplight.
Speaker 4 (12:04):
The stoplight, yeah, like a red, yellow, green system
of like green.
Speaker 3 (12:05):
Go ahead in this aspect.
Stoplight, yeah, Like a red,yellow, green system of like
green.
Go ahead in this aspect.
Yellow use with caution.
Make sure you cite, like youdid in the questions you gave us
, when and how you were using it.
And then the stoplight is no,we need you to do the thinking
on this one.
Speaker 4 (12:19):
Okay, interesting Two with those guidelines like it's
really important to recognize alot of those, like for our
students and our families, eventhat are watching.
This is explaining why you'renot having them use the AI.
Speaker 3 (12:31):
Or why you are using the AI Correct.
Speaker 4 (12:33):
Yes, to give both perspectives, because I mean,
right now I'm going to callJonathan out on this, but he is
a terrible artist.
Speaker 3 (12:43):
This is no lie, no secret, no shame here.
Speaker 4 (12:46):
And so him, like him being able to draw something out
probably not good, but there'sa tool that he can scribble out
a happy face and it'll give hima bunch of different options,
and so supporting that like isis a good thing depending on
what you're doing and somethingthat's totally redefining what
that looks like in education.
Before you couldn't like here'sa flower, and now it's a 3d
model with all of the shadingand things like that.
(13:08):
But I mean, there's some skillsthat we want our students doing
, regardless of AI.
We want them to be able to knowhow to read, we want them to be
able to know how to write, wewant them to be able to know how
.
Like those basic skills, butknowing that the world they're
coming into is changing, some ofthose basic skills are starting
to shift, or we're building onthose basic skills with AI.
Speaker 3 (13:34):
And I think there are other skills.
Like I know, one of thequestions you'd asked about is
like a portrait of a Kenyanscholar.
There are some of those otherskills that we've talked about
in teaching and education for along time, but I think become
even more important Criticalthinking, being good consumers
of information, knowing what'sreal and what's fake, and how do
we find a source and verifythat something is accurate,
(13:57):
being creative and problemsolving those are the sorts of
skills that I think become moreimportant in the world that
we're going to be coming into,and that's where I think AI can
augment that process, but itwill never replace that process.
Sure, no, and actually I thinkAI can augment that process, but
it will never replace thatprocess.
Speaker 2 (14:10):
Sure no, and actually I think AI is kind of like
forcing a lot of thoseconversations, right?
I mean, we're in a world wherenow we've got deep fakes and
it's becoming increasinglydifficult for people to
determine if what I'm seeing isreal.
Oh yeah, or you know yeah.
So what are we teachingstudents about how to understand
?
Has that become more of animperative for them to be
(14:31):
informationally literate?
Is that the word yes?
Speaker 4 (14:34):
absolutely imperative .
I think what you're talkingabout.
There is something that isbeing called ai literacy, and
it's how students are.
I like to divide it into twoparts.
When I'm talking about ailiteracy, one of this one side
of that is the creation creationside how are students
interacting with ai?
And the other part of that isthe content side how are they
interacting with stuff that hasbeen created by, on the creation
(14:56):
side, really helping studentsunderstand what ai is, how it
works, what it's not, and thoseappropriate uses, and then
having opportunities to interactwith it.
What we're seeing from our endis that the world of work really
is changing in terms of theskills that they will need.
I was telling a story todayabout a conversation I had in
(15:18):
2019, so several years ago, fiveyears at this point about how
GM was planning that, in 10years, that every career that
they had would have AIintegration.
So we're like five years outfrom that and I would dare say
that we've probably gone fasterthan that, but in terms of that,
our students are going to needthose skills.
(15:39):
We are seeing things on, likeour everyday tools, where there
will be an AI chatbotinteracting in the background
that a student will need to knowhow to interact with to get
information out about the rolethey have for their job, and so
really, it's teaching those likebasic skills of like how do you
interact with that?
Um, oftentimes with the chatbot.
We call that prompting.
It's the interactionconversational piece, um how you
(16:01):
can take college courses onthat you can it'll be a college
major soon enough.
Yes, but like having those,those skills of how do you do
that and how do you do thateffectively and what processes
do you need to work through andwe're working on developing some
resources for Canyon studentsso they can have a framework for
that of how do I work throughthat thinking process.
And then looking at theinteractive part, which is how
(16:24):
do they interact withAI-generated content, and that's
really talked about beinginformation literate, how to
continually ask questions, howto cite information that's out
there, how to look for thosecitations.
A lot of people may not realizethis, but for the large
majority of citation guides thatwe have out there, you're asked
to not only date something butalso give the time.
Like that's how fast things arechanging and so just realizing
(16:47):
that there's these skill sets,that they need that AI literacy,
and for students in Canyonswe're having frameworks.
We have lessons that areembedded into our digital
citizenship week.
We have materials that areavailable for teachers that have
been approved and gone throughthat process so that we make
sure that they're getting highquality resources on how to
teach these skills.
Speaker 2 (17:06):
So on to diving in a little deeper about how we are
there, specific AI tools we'veapproved for our classrooms and
kind of what is the thoughtprocess that goes into
determining what we are able touse and what we shouldn't use?
Speaker 3 (17:18):
Sure, well, we have a website, okay, so it's
wwwcanyonsdistrictorg slash AIVery simple, so I think people
are able to remember that.
So Emma on the screen showssome of the tools that we have
approved, and we have adifferent list for teachers and
for students.
Okay, I think it's important tounderstand that this applies to
(17:42):
all technology tools we use ineducation, not just AI, but that
there are state guidelines thatwe have to follow, and so we
have an approval process thatlooks at student data privacy.
What are they going to be doingwith the information that's
given to the company?
There are specific things theycan do and they can't do.
Speaker 2 (18:03):
So, in other words, you need to read all that fine
print, right, the fine print.
Someone has to read that.
That's some of the things thatwe get involved in.
Speaker 3 (18:13):
But I think it's really important for AI because
in the past the information islike name, date of birth,
address, that sort of personalidentifiable information.
Identifiable information.
An additional component with AIis all the information that you
feed it.
Depending on the tool, thatthen becomes something the
(18:39):
company can use to train on toimprove their product.
But improving their product tomake money on.
There's different thoughts onhow that works.
Now that's not necessarily whathappens.
In fact, the tools that we haveapproved they don't do that
because it's part of the statelaw that we have to follow.
Speaker 2 (18:56):
And federal law right .
Speaker 3 (18:58):
Federal data privacy Federal data privacy, but there
are additional staterequirements that we have in
Utah based on bills passed bythe legislature, and so it's a
pretty strict process that wehave to follow.
So everything that's beenapproved has those safety
features, especially when itcomes to student data and what
happens with it and how it canbe used.
Speaker 4 (19:16):
Interesting.
I think we're also looking atlike we have been training
teachers, like when we havethese conversations and offer
professional learningopportunities.
That is one of the keycomponents we always talk about.
It's part of our framework,which is linked here on our
website that Jonathan mentioned,but we have a guidebook for our
district, so it's called theview of AI in canyons and this
(19:37):
is just like some of the intropages.
But you can see, here we havethings set up for educators, we
have things set up for students,we have things set up for
families that you can go look at.
But one of the things I loveabout our framework is that the
second thing on there is firstunderstanding AI and second is
looking at implementing safelyfor your students.
Like that I think is soparamount for me when I started
working with AI is making surethat it's not just we're handing
(20:00):
over AI, it's that we're doingit a way that we want our
students, our staff and ourfamilies as well to understand
what this is, how it works andthen how they can use it in a
safe way, so that we canmitigate a lot of those risks
like the data privacy breachesthat we've seen for larger, more
broad tools, but not the onesthat are approved for use here.
Speaker 2 (20:18):
Right, well, and maybe give me a couple of tips
that will be super useful forparents, because we're doing
what we can to protect studentswhile they're under our care.
But what should parents knowabout what tools they should or
should not advise their childrento be using at home?
Speaker 3 (20:33):
Well, the first thing I go to is one thing I tell
parents or people in thecommunity, people I meet, the
first thing I say is just try it, because as you try it you
learn what it will do and itwon't do.
While it has these person-likefeatures, it's still a bunch of
ones and zeros and Xs and Os andprogramming bits and things.
(20:54):
It's not human.
It operates on a certainalgorithm, a certain pattern of
recognition, and so as you useit, you say, oh, it's good for
this, it's not good for this,this, it's not good for this.
It's great, as what I like tosay generally is it's a great
starting point, but then youhave to add your humanness to
whatever it is that you'recreating.
(21:17):
The second thing I say is I knowwe talked about all the
legalese that you have to.
It's important to read that,yes, and because a lot of
products out there, for example,are meant, are set at a level
where it's only for adults.
Um, because adults are the onlyone that can kind of sign their
way or rights to whateverthey're asking for the
(21:39):
information that they're gettingback from.
So kind of be more particularthan you probably would when you
just check the box withMicrosoft or Apple or whatever
Google whatever.
Um, you probably want, when youjust check the box with
Microsoft or Apple or whateverGoogle whatever, you probably
want to pay attention to those.
I think sticking with the toolsthat because, as you said, like
(21:59):
in Microsoft, things areembedded, in Google things are
embedded.
Those are probably good placesto start.
We also will be demoing acouple of things here in a
minute.
But those are probably some goodplaces to start.
We also will be demoing acouple things here in a minute,
okay, yeah, but but those areprobably some good places to
start because those companieslike, if they, if there are
breaches or there are problems,they have a lot more to lose
than some of these startupcompanies, gotcha.
Speaker 2 (22:21):
Yeah, you wanted to demo some things.
What are?
These tools that we kind of areusing Sure.
Speaker 3 (22:25):
Yeah.
Speaker 2 (22:25):
All classrooms or most classrooms.
Speaker 3 (22:27):
Well, the the one we're going to start with is
something where we're exploringsome greater strategic
partnerships.
I'll leave it at that, rightnow.
But this is called Magic School.
It's awesome.
Let's start there.
Speaker 4 (22:42):
Magic School has two sides to it.
So the first side that we haveis it has a teacher-facing side,
so it has tools that arespecifically designed for our
educators.
It also has a student sidewhere a teacher can set up a
room for students to engage withthe AI in that space, which
means that the teacher receivesa report.
They know all of the generationthat's happening with the
(23:04):
student, the conversation.
They can look that up.
It has some safety featureswhere if a student has brought
up something that may beinappropriate or dangerous, it
will flag it for the teacher andso there are things safety
features in place here.
But, like Jonathan said, thistool is awesome.
It has a lot of integratedfeatures and it takes out I
mentioned prompting earlierthese because they're education
(23:25):
specific.
An educator doesn't necessarilyhave to prompt to get some of
the scaffolds that are alreadyin place.
So they have a lot of toolshere.
You can see I've favorited acouple a professional email
writer, an email responder butthey have a lot of tools that
are set up for what teachersmight need.
So they have a text leveler ora teacher could put in a YouTube
video and get specificquestions.
(23:46):
Wait what's a text leveler?
Speaker 3 (23:47):
Oh, that's a good question.
So in a YouTube video and getspecific questions.
Wait, what's a text leveler?
Oh, that's a good question, sogo ahead and click on it and
we'll show you so let's say thatyou have an English passage in
sixth grade and you havestudents in your room that maybe
are on an IEP and they readabout a third grade level.
Speaker 4 (24:05):
I'm going to go pull up a Romeo and Juliet text.
Yep, I'm not sure where I am.
Speaker 3 (24:08):
I don going to go pull up a.
Speaker 4 (24:10):
Romeo and Juliet text .
Yep, I'm not sure, I don'tthink we need the entire play.
Speaker 3 (24:13):
Nope, we'll do the prologue, we'll take the
prologue.
Speaker 4 (24:15):
There you go.
So we're going to take theprologue and I'm just going to
copy it in here.
Speaker 3 (24:21):
And then I want to put that on a third grade level
to make it more accessible formy students that maybe are
struggling readers for whateverreason.
Speaker 4 (24:31):
Oh, goodness, look at that.
So then it came up as a storyof two families.
Once upon a time, in abeautiful city, of Verona, there
were two families.
Both families were honorableand proud, but they had a
longstanding fight that madethem very unhappy.
That's something a third graderwould understand.
Speaker 2 (24:43):
Yeah, that about sums it up too, doesn't it it?
Speaker 3 (24:45):
really does so, then you're able to take that and
then you could have alternativecopies for those students so
they are able to follow alongwith the plot and be able to
participate with the classbecause they have the
information they need.
Speaker 4 (24:56):
It's like a glossary.
They have the grade-levelcontent at a level that they can
interact and start to engagewith.
Speaker 3 (25:02):
Yeah, or an illumination of the text right
and then you notice this is oneof the reasons why Magic School
has additional questions andthings you can do.
You could actually go toactions and translate that so
you could have it in anotherlanguage, so a student could
follow along in both languages,if maybe they're not a native
speaker.
Speaker 4 (25:17):
So I know one of our main languages here in Canyons
is Spanish.
Let's translate that intoSpanish.
And this is one history of thetwo families.
Oh, that's amazing.
And then, yeah, here in thebeautiful city of Verona so it's
adjusting for that sentencestructure as well there's two
families.
There are two families.
Yep, this is they werehonorable, and I don't remember
(25:40):
what that word is in Spanish.
But and then it talks about.
So you can see that.
The other thing that I loveabout this for our students is
it has a read aloud feature soit could read aloud for our
students and this is on ateacher end, right, so it's
leveling it, but you can alsouse, but it'll do the same thing
for students.
It'll do the same thing forstudents, yeah.
Speaker 2 (25:58):
Interesting, so sort of for the processing right,
like if you are better atauditory learning school.
Speaker 3 (26:04):
there's, there's many , many more oh, I bet there's a
song generator oh nice there'steacher jokes yes, and they are.
Speaker 2 (26:13):
Are they better than dad jokes or?
Speaker 4 (26:14):
no, they are dead jokes they are on par um, I do
like things too, like clear,clear directions, like a teacher
could take their directionsthey have and say, is this more
clear?
Um, they have one.
They have an ai that's trainedon common misconceptions, so
they could plug in somethinglike maybe you have a first year
teacher who hasn't taughtsomething as long, because it's
(26:35):
like something you learn overtime.
Right, and they put insomething and it would bring up
common misconceptions so theycan anticipate those questions
Like that would have been sohelpful.
Speaker 3 (26:42):
I think there's times I was like I was not expecting
that one and so it may not be100%, but and it helps you with
life, like the one shehighlights right now a gift
suggestion, because you're likeI have that person in my life
and I never know what to getthem.
There you go, yeah, yeah,that's great, it could do that.
Speaker 4 (27:00):
They also will give you recommendations for tools
inside of Magic School.
So if you're not sure where tostart, you could click on tool
recommendation.
You could say this is my gradelevel, this is some of the
things that I need, and it wouldgive you a recommendation based
on that it can also forteachers, recommend IEP goals,
accommodations, behavioralintervention plans, 504 plan.
Speaker 3 (27:19):
So it can give you suggestions for all of these
things and then lets you be ableto work with it from there.
It can create presentations andimages, Wow.
Speaker 4 (27:28):
There's our presentation generators so you
can generate those.
Speaker 3 (27:31):
That came out very recently and there's much
excitement in the land, I bet.
Speaker 4 (27:36):
I bet.
So, yeah, there's a lot ofdifferent things here that our
teachers can access and be ableto use, and this is one of the
tools that we've mentioned isapproved for both teachers and
students, and so a lot of thingshere that really save some of
those steps in time and can maketeachers more efficient so that
they have more time to spendwith our students, and I think
(27:56):
that's really what it is is.
It's like it's not replacingthem in any sense, it's helping
empower them, because I reallythink that for AI like if I
pulled down this window, you'dsee on the backside of my
screensaver, but it talks aboutthat creativity and agency must
still persist in this world ofAI.
And I think, for our teachers,we still want them being
creative, we still want themthinking and making choice, just
(28:19):
like we want our students to beable to do, but that human
element of them is going to comeout more because they have more
time.
They're not spending timeleveling text.
Speaker 3 (28:28):
That used to take me hours to do for history lessons
and some teachers would give upand they're like I can't do it.
I'm not going to sacrificeother things in my life for this
.
Speaker 4 (28:37):
Yeah.
Speaker 3 (28:38):
Show them the magic student.
Speaker 4 (28:40):
Oh yeah, let's do that.
So let's say we're going tolaunch a room to students, so
I'm going to go in and I'm goingto create a room.
You can see here that I've donea few of them, but I can
actually go in as a teacher andsay this is a third grade room,
we'll go with that and I canpick which tools my students
have access to.
So that really helps you as aneducator.
(29:02):
You're integrating this toolfor a specific purpose.
We're not just handing over AI.
Speaker 3 (29:08):
The top one right.
There is actually one I reallylike for students.
It's called Quizme.
Yeah, over AI.
The top one right.
There is actually one I reallylike for students called Quiz Me
.
So you can allow the studentsto have the AI quiz them to make
sure they know the informationas a review.
Speaker 4 (29:21):
So we've seen teachers that what they'll do is
they have that in there andthen they'll put it like all the
information for their unit init and they'll have that up and
then at the end of the day, asan exit ticket, their students
will go in and they'll interactwith it and then it actually
gives all that real time databack to the teacher of what they
were asking about and then theteacher can adjust their
instruction and it'sindividualized for every student
(29:42):
, but this one is actuallydynamically adjusting to what
the student understands and thengiving information back to the
educator on where that level isat.
It's not just the questionsthey designed, but the questions
the student actually has and Ithink that's important right
well yeah it's.
Speaker 2 (30:02):
It's helping the student understand also right
like where do I need to work alittle bit more?
Right but then also the teacheris empowered with that data so
that they can adjust theirinstruction if need be.
Speaker 3 (30:11):
Yeah, so or the parent when you're at home and
you're like Dad, quiz me on this.
You're like I need to go walkthe dog and make dinner and do
all the other things, right?
Oh, this would be anopportunity where they might be
able to be a little moreindependent.
Yeah, I love that.
Speaker 4 (30:28):
So, yeah, they have an AI literacy bot that's in
here so they can actually haveyour students.
We've seen teachers start outwith that tool.
They have this one that Ireally like.
It's called chat with docs.
As I hover over it, it'll addit up here, but you can upload a
document as a teacher.
So, let's say, you wanted tohave your students like read a
passage like an article about Idon't know About plants read a
(30:51):
passage like an article about.
Speaker 1 (30:53):
I don't know About plants Like plants.
Speaker 3 (30:54):
Sure.
Speaker 4 (30:54):
We'll go with plants About plants and they can
actually have a conversationwith whatever is in that
document so they can askquestions.
It will give them questionsback, one that I help with this
elementary STEM endorsement andwe actually gave them.
I'm going to search for it.
We gave them character chatbotsand so what they did is we set
(31:15):
them up as career experts.
So we have our STEM endorsementstudents exploring a wetland
right now.
So we had a chatbot that wasset up as from Utah's division
of natural resources and gave itsome like what gave it.
The website said go read theinformation, and so our teachers
that are learning in that classare actually having
conversations and askingquestions about Utah wetlands
(31:36):
with this chatbot that wasacting as an expert on the field
and I actually ran it by afriend who that's what she does
for her work and she was likethis is really doing a really
good job, cause I was like Ineed to verify before I hand
this off to teachers that thatit's pulling the right
information, right information.
But that's an experience youcould typically have that you
suddenly have an expert in yourclassroom pretty instantly on
(31:57):
information that your studentscan ask in-depth questions to,
so that one is really fun aswell.
So once you do that, you add inthe tools that you want.
I can actually customize.
So if I wanted to give themspecific instructions, like
maybe for this character chatbot.
Speaker 3 (32:13):
Harry Potter Because it can be a historical figure,
like it says historical figure,real or fictional.
Speaker 4 (32:20):
I can have it be Harry Potter.
It'll give me a preview of whatstudents see so I can say, hey,
you're Harry Potter and I cangenerate hello, I'm Harry Potter
.
I'm really excited to talk toyou.
Wow, Jonathan, what do you wantto know from Harry Potter?
Speaker 3 (32:34):
I want to know who his enemies were at his school.
Speaker 4 (32:37):
Who are your enemies?
Okay, I have a few enemies.
Most favorite is he who shallnot be named.
Speaker 3 (32:45):
Yes.
Speaker 4 (32:47):
He's a dark wizard who wants to take over the seat,
but I think things like that.
We saw an elementary teacherthat they had just done a
project on Neil Armstrong andshe set up some specific
prompting so that it would levelfor her students and so they
were all having individualsconversations, with training on
Neil Armstrong after they haddone these presentations and it
was like interviewing NeilArmstrong and then had them
(33:09):
reflect on it and come back andit was such a more engaging and
in-depth experience for studentsto feel like that this
historical figure was a realperson, rather just like well,
there's a picture.
They felt like they couldconnect and interact and ask
questions and things like that,and it would give like specific
references to certain events,which I really liked as well.
Speaker 3 (33:29):
So when you click done so, when you kind of try
everything out, you go ahead andlaunch the room Once you do.
One thing that's really nice isthere's no student logins.
So they have a website they goto and have a code that they
join, but it never asks for anypersonalized information from
them which is really nice, so itkind of removes.
(33:50):
It adds an extra layer ofprivacy on.
Speaker 4 (33:53):
Right, Um, and then join it and I'll show you what
it looks like what it looks likeas a student.
Speaker 3 (33:57):
Yeah.
Speaker 4 (33:58):
So they just been there.
This is the same process youmight join for other
technologies.
You have in the classroom nearpod a Kahoot, a GimKit first
name, with a code Um, and then Ican join that room and it
actually up with.
This talks about how to use AIresponsibly.
Going back to that AI literacy,I have read this about 100
times so I'm going toacknowledge, but I would
encourage you to read.
Speaker 3 (34:19):
Yeah, you can pause the video and watch this if you
want to.
Speaker 4 (34:22):
But they can go in.
So, like that character chatbotwe just set up Harry Potter's
there I could generate and havethat conversation with it.
You have that conversation withit.
You can see here that it gotsomething different and so I can
have that.
I can also go in and do.
I don't think I gave it a topicfor Quizme, but an AI literacy
bot.
So if I wanted to knowsomething I don't know why it's
giving me an error, butsomething I'm going to choose
(34:44):
that question how does AI learnto write like a human?
And I've set this up for ayounger grade, so that's a great
question Through a processtraining.
Here's how it works.
I think it's because I'mconnected to a second screen,
but learning from examples AI istrained in a lot of text Like
this is a very elementary levelfor how this is working.
(35:05):
But again, I can have it readaloud and students can translate
.
I could summarize that.
So I could summarize that intoa sentence if I wanted to.
Oh, if it's thinking about it,hold on, let's try it one more
time.
I think it's because I'mpresenting.
Speaker 3 (35:18):
Yeah, it's because you're presenting, there we go.
Speaker 4 (35:21):
It's having issues with the screen, but I'm here
for questions in a way that'seasy for students to understand,
focusing on how it works, itsapplications.
So just shortening all of thatdown, and so it has tools built
in for our students to use aswell.
But then, as a teacher, I'mcontrolling that narrative
essentially around what AI toolsare being used, which again
puts more safety and precautionsand things in place for our
(35:43):
students that are using AI.
Speaker 3 (35:45):
And this is one that we're taking a really hard look
at at having a more connectedpartnership with the district.
Speaker 2 (35:53):
Because right now it's just being used sort of on
a test pilot basis.
Speaker 3 (35:56):
Well, it's available free for educators Okay, but
we're looking at possiblylooking at piloting and looking
at using it with some of theirpaid features, with how it's,
more integrations and things.
Speaker 4 (36:08):
We're in the early stages of that, again, wanting
to make sure that, as we'reproceeding forward, that we're
doing it in a way that's mostbeneficial for students and when
looking at that process andmaking sure that we're
communicating and workingthrough.
So we say you have this rightnow, we have beginnings of a
plan that's working through andas that comes forward, it'll be
shared more and communicated sothat everyone is able and aware
(36:30):
of what's happening.
Because I think that'ssomething that's part of the
reason that we had a website soearly on is because we wanted to
make sure that we were sharingwhat's happening with our
parents and our families and oureducators so that they're aware
.
Speaker 2 (36:41):
Yeah, and I love that , because one of the things that
we've always said in Canyonsright is that it's not
technology for technology's sake.
Speaker 1 (36:47):
Right.
Speaker 2 (36:47):
We want to use technology and make sure that
it's for a purpose right For aneducational goal.
Speaker 3 (36:53):
Absolutely Want to see some other cool tools.
We have two more that arereally fun.
Speaker 4 (36:58):
So this one is kind of like Nearpod, but what it
does is that it uses and givesAI feedback, and so I'm not sure
how we're going to show thislive, but there's some things in
here that you can have drawings.
So you can have drawings, soyou can draw, and it will like
register, based on your drawing,what you have um I wouldn't do
that well on that one so like,for example, this is a recent
(37:21):
report you can see that they did.
They got like 100, which meansthey had some drawings or they
did not participate.
It gives me their participationlevel on that particular one.
Um on, I'm trying to think ofwhich one has has the ai
feedback yeah, I think it's inthis one, that one does yeah um
(37:42):
give it a second.
It's going to give me a summaryhere, but it showed me here,
like here's student insights,and then it showed here what are
examples of push and pull.
I had a sample teacher use this.
I pushed the door open and thenit gave some AI-generated
feedback down here.
And what's really cool so thisis the report end I just had one
student in this class is thatit will give individualized
(38:03):
feedback to every student in theclassroom, and so when you're
looking at like an elementaryteacher, for example, that you
don't necessarily want yourthird grader interacting with an
AI chatbot, right, this is agood way that the teacher could
use it, get real-time data backand still have those beginning
stages of learning how tointeract with AI feedback.
Speaker 3 (38:22):
Yeah, and they have some really fun features too.
One of my favorite ones is theyhave as a vocabulary building
activity you do a meme battle,oh nice, Nice.
Favorite ones is they have um,where as a vocabulary building
activity.
Speaker 2 (38:32):
You do a meme battle.
Speaker 3 (38:33):
Oh nice, nice and then the and then again that the
ai back end will.
Then, uh, you produce somethingthat gives them feedback on
whether they they hit did theright meme or not.
Speaker 4 (38:43):
Okay, I'm too old for me to get that one right, but
you know I love that um.
The other one we wanted to showyou is called goblin tools, so
this is one that's approved forteacher use in our district, but
it has some really fun thingsthat I think our families would
like, if you're looking for anentry point.
Okay, which one would you liketo show first?
Speaker 3 (39:00):
Don't we have to do the chef first.
Okay.
Speaker 4 (39:03):
So this one is called the Chef, and you can put in
anything that you have in yourfridge and it will generate a
recipe for you, your fridge andit will generate a recipe for
you.
Speaker 3 (39:11):
So Well, parents are not going to want that.
Well, working mom is not goingto like that Right.
Speaker 4 (39:16):
What things do you have in your fridge right now
that you know I'm going to haveyou use it as an example.
Speaker 2 (39:20):
Okay, eggs, eggs, milk, milk, cheese.
Okay, tortillas.
Speaker 3 (39:26):
I already know where this is going to go.
What?
Speaker 2 (39:27):
else On.
Uh, what else?
Onions, tomatoes, lettuce,garlic, okay.
Speaker 4 (39:34):
Is that enough, yeah?
Go with that.
So I'm going to have it suggest.
So it's going to think for asecond.
I know we're used to thingscoming pretty instantly, but
give it a minute while thinking.
There we go.
So we have a cheesy breakfastquesadilla and it's going to
tell you the serving size.
(39:55):
This serves two.
Give you some ingredients andsome instructions on what to do.
So, right here we can see,whisk together the eggs and the
milk until well combined.
Heat a non-stick skilletfurther and add the diced onions
.
Saute for two to three minutes.
Pour the egg mixture into theskillet with the onions,
tomatoes yes, it's going to gothrough all of that process and
so this is really fun because itlike organizes.
I will say some I know we hadlast year in our department.
(40:17):
We had part of like a summerchallenge to cook something, the
recipe that is suggested, andsometimes they're not a hundred
percent.
So check your sources.
Um, I also feel like we do geta lot of like quesadillas or
skillet type dishes.
Um, still learning, but a lotof quesadillas or skillet-type
dishes.
Still learning, but a lot of fun.
I definitely have used thiswhen I'm like what's in my
fridge.
I had a teacher the other daythat was like I paid for the
(40:41):
premium version because it wouldsave menus or something for me.
So kind of fun.
It also has some good things inhere, like a magic to-do list.
My husband uses this a lotcause it'll break down tasks
like larger projects intosmaller sections.
So I'm just going to use asimple one.
But like how long does it taketo clean your room?
That was something.
Speaker 3 (41:02):
No, this is something I needed when my kids were
younger.
Speaker 4 (41:06):
Like that's just one item but then I'm going to come
over here and break it down andit's going to break it down.
So gather cleaning suppliessuch as a trash bag, vacuum or
broom, remove any items, collectand dispose dust the surfaces,
wipe down, organize belongingskind of walks you through that
process.
I've seen educators use this onhow to break down larger
(41:26):
projects for their students.
So again, it's an educator toolbut they would put in
directions and break it down andbreak it down into really
manageable parts for our kidsthat maybe are working through
some of that processing.
Speaker 2 (41:37):
That is so important, because we do that all the time
.
Speaker 3 (41:39):
Some of our neurodiverse students too oh
right, yeah, you know, may haveattention issues or have or
struggle with that skill of likewhere do I start that kind of?
Speaker 2 (41:47):
thing.
Yeah Well, I mean, all kids arereally like how many times have
I said that as a parent, cleanyour room and then it doesn't
get done because I probablydidn't provide the steps right.
What?
Does cleaning your room meanLike how do you get from point A
to point B?
Right yeah, them more likebetter, because you can do some
of these things quicker.
Speaker 4 (41:58):
You can do some of these things.
Learn how to do some of thesethings.
I know I mentioned my husbandused this a lot at the beginning
but he started being like, oh,I kind of anticipate, cause I
(42:19):
know how it's going to breakthis down to make it not so
scary and like that's what ourstudents are starting to do as
well.
Right, this really is there as asupport and a scaffold, not as,
again, as a replacement in anyway.
It's really just helping takewhat already makes them uniquely
human and like amplify that andempower them.
I, I firmly believe like at theend of the day, I have not on
(42:39):
this computer, but I have asecond screen in my office that
like says the AI still needshumanity, and I think that's
actually what makes it soamazing is because there's a
person behind it interactingwith it.
Speaker 2 (42:49):
Yeah, yeah, no, that's a great point.
I think, that's a great placeto end, unless you had anything
else you wanted to share.
Speaker 3 (42:54):
No, I think that's great yeah.
Speaker 2 (42:55):
And I'm sure this will be a conversation that we
continue to have.
Right, because what's going tohappen tomorrow?
Right?
Speaker 3 (42:59):
What do they say that ?
Speaker 2 (43:00):
AI is the worst today it'll ever be right.
Speaker 3 (43:03):
That's true.
Speaker 2 (43:08):
Yeah, that we love having you on.
So yeah, thanks again both ofyou for being here today and
again you've been here with usfor the latest episode of
Connect Canyons.
If you like this episode,please be sure to subscribe, and
if you have any ideas fortopics you'd like us to cover,
please email communications atcanyonsdistrictorg.
Thanks for tuning in.
Thank you.
Speaker 3 (43:29):
Thank you.
Speaker 2 (43:29):
Thanks.
Speaker 1 (43:34):
Thanks.
Thanks for tuning in, thank you, thank you, thanks.
Thanks for listening to thisepisode of Connect Canyons.
Connect with us on Twitter,facebook or Instagram at Canyons
District or on our website,canyonsdistrictorg.
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