Ever had a student ready to abandon a passion project because they were overwhelmed by technical challenges? Eric Timmons, CTE, Film and ELA teacher at Santa Ana High School, shares a powerful story about using AI to save a student's documentary on gentrification - just one example of how artificial intelligence is transforming classroom possibilities.
From accidentally discovering AI's creative potential while writing songs about "private buffets" during a trip to Sri Lanka to revolutionizing his classroom management with AI-generated rubrics, Eric takes us on a journey that challenges conventional thinking about technology in education. Rather than treating AI as forbidden fruit, he facilitates student-led ethical discussions where they determine appropriate boundaries for AI use, often finding students draw stricter lines than he would have imposed.
The conversation explores the concerning equity gap emerging between students from affluent communities who use AI despite prohibitions and students in underserved areas who avoid these tools out of fear. Eric argues passionately that educators must integrate AI literacy to prevent widening this divide, ensuring all students develop skills essential for future success. His approach to film education acknowledges industry anxieties while preparing students to thrive in a changing landscape by using technology to amplify their unique creative voices.
Beyond AI, get to know Eric through our lightning round where he reveals everything from his dream superpower (flying) to his persistent teaching style that ensures students complete meaningful projects. The episode concludes with a touching acknowledgment of his mentor Marilyn Turney, whose student-centered approach continues to inspire his teaching philosophy. Whether you're an AI enthusiast or skeptic, this conversation offers practical insights for educators navigating technology's role in modern classrooms.
Visit us at our Buzzsprout site for more ways to listen, links to our social media sites and any referenced materials, and complete transcripts of our full-length episodes: https://bit.ly/SAUSDAmplifyingLeadership
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Voiceover (00:07):
Greetings Amplifiers.
Welcome back to Part 2 of ourdiscussion of AI in the
Classroom with SAUSD CTE, Filmand ELA teacher Eric Timmons.
We hope you enjoy theconclusion of this episode.
Bianca Barquin (00:22):
So let's shift gears to technology.
How did you first becomeinterested in AI and what
applications did you initiallyexplore in media, ela and the
classroom?
Eric Timmons (00:44):
AI.
I don't know if I'd searched upsome sort of horror movie on AI
or something like beforeChatGPT came out, but I was like
it was on my Google feed and soI was curious.
So I like to explore newtechnologies and so I started
playing with ChatGPT and Ithought it was cute, like I
would have little conversationswith it, and that was kind of it
.
Over the summer I traveled toSri Lanka.
That was a couple of years agonow.
I traveled to Sri Lanka andwhen I was there we went to this
(01:05):
party and they had like it wasa group of four of us and this
restaurant had private buffets,like where it's like you have
your own, like little buffet andI just thought that was the
funniest term, private buffet.
And I was like I wonder if AIcan write a song about private
buffets.
And it wrote the best songabout private buffets and so I
went back and I even like sangit for my students.
(01:25):
But I was so excited about itis that this, this thing, can
create things.
And as a creator, it wasslightly threatening at first,
but then, as the more I exploredit, the more I did research and
played with it and then startedto realize the thing I hate
making are rubrics, and I knowthat they're so important and I
know that I have to have them.
But I hate making are rubrics,and I know that they're so
important and I know that I haveto have them, but I hate
(01:48):
writing them.
They are just so drab.
And so it dawned on me one daywhat if I could write rubrics?
And so then I put that in, Iput in my syllabus, and it wrote
the most beautiful rubric and Icouldn't believe it.
And so then I started makingrubrics for everything, and so
now my kids are inundated withrubrics, but it's wonderful.
And then I even I started to doI think you saw the video I did
(02:11):
the QR code for organizing ourequipment room, and so I went
through and I had a student whowas in charge of inventory, so
they had this whole inventorylist, and so I took the CSV file
and put it into ChatGPT andthen had it start to create QR
codes and it did, and it wasincredible.
I used it for a bit and then wemoved over to what the district
has, the district system, butjust the fact that it's there,
(02:34):
and so yeah, so once I realizedthat all the applications that
were possible with AI.
It transformed the way I teach.
Bianca Barquin (02:42):
Yeah, it's really helped all of us with
operational efficiency andeffectiveness and it gives you
time.
You reclaim time to spend inthat creative space because you
don't have to deal with some ofthe mundane stuff.
I totally agree with you.
There are things like creatingrubrics where you're just why,
(03:03):
but it helps you do that.
So when and how do youintroduce it to your students?
Eric Timmons (03:09):
At the very beginning, because it has become
an issue where students aretold that it is cheating and
they are convinced that it ischeating.
And I'll be honest, it doessometimes feel like cheating
because it is so easy to use,right, and I know it's not a
popular thing to say, but itdoes feel that way, so I can see
the confusion.
(03:29):
So what I like to do is I justlike to have an open, ethical
discussion about it, and the wayI do it is I have a spectrum
that I found in the book Powerof AI in the Classroom and he
lays out a spectrum of what wewould consider cheating with AI
and the classroom, and it has.
He lays out a spectrum of whatwe would consider cheating with
AI and the internet, and thenwhat is just completely 100%
(03:50):
like pen and paper, student,100% their ideas, and so what I
do is, with those seven aspectson the spectrum, I have them
come up.
I actually used AI to do this.
I came up with little scenariosand so then each group we do
like a jigsaw Each group gets ascenario and then they have to
essentially discuss it andfigure out is this cheating or
(04:11):
not?
Then they go back to theirjigsaw groups and then now they
have the full spectrum and thenthey rank it and they try and
draw the line, and so I havethem literally draw the line on
the spectrum.
Where do we draw the line forcheating?
And of course, there's alwaysthe student who's like none of
it's cheating.
I love all of it and I'm likeokay, clearly the first one is
cheating.
What's funny is they actuallyend up arguing with me because I
(04:36):
think I'm a little more lenientin what I consider AI use than
they are.
But we agree as a class, weagree like okay, this will be
the line, this is what weconsider, and so that's
something I can revisit ifsomething comes up.
As it does.
It mostly happens withscreenplays and I can spot it
pretty clearly because I'm ascreenwriter and I can tell an
AI screenplay because they'renot good yet.
But I think having thatdiscussion about ethics and
(04:58):
letting students lead the way inhow they want to define the
ethics in the classroom empowersthem and builds buy-in.
Bianca Barquin (05:05):
I think that's so important that you're having
those discussions with students,and when I talk to students,
the feedback is the same.
They actually are the ones whoare a lot more resistant to
using it, just because they wantto hear their authentic voice
in the work that they do atleast the students I've spoken
to.
The other thing I think we needto think about and I think you
(05:27):
do it intuitively we really haveto change the way we teach, the
way we lesson plan, the way weassess, and then it really
wouldn't be cheating if we'reactually doing things a lot
differently as teachers.
But that requires a lot ofreflection and it requires us to
change almost essentially allthat we do in those areas.
Eric Timmons (05:49):
Yeah, it does, because with the direct
instruction model, you know youare the keeper of the knowledge,
and so then then AI is almost athreat in that structure, right
?
So, yeah, so, being able toshare that power with AI, being
able to empower students withthe ability to research on their
own and find things, it willchange education Absolutely.
(06:09):
I mean, education has to change.
We don't have a choice, right?
I remember there was a debate Iheard it was someone I think it
was like Ms Manners orsomething Someone called in to
complain about texting.
They're like I'm just so madabout everyone texting all the
time and the person respondedand said this was a great
(06:30):
conversation 20 years ago, butwe're past that point now, and I
feel like that's where we aregoing with AI right now is it is
going to become part of ourworld and we have to figure out
how education is going to meetit.
Bianca Barquin (06:36):
It actually is a part of our world and you are
exactly right.
Okay, there have been heateddiscussions in the entertainment
industry about AI.
How do these conversationsrelate to your use of AI in the
classroom?
Eric Timmons (07:05):
radio.
So it isn't existential.
I don't think it's justshrinking and so it's going to
get smaller.
And so, to go back to myearlier point, we need to pivot
what we're doing to meet themarket demands, which is that
there won't be as many of thosejobs, and so that doesn't mean
that there won't be jobs forvideographers locally.
That doesn't mean there won'tbe jobs for students to create
their content, just like withthe gatekeepers, right.
(07:30):
They can go online and they cancreate movies.
If they love making movies, ifthey love making music videos,
they can still release those.
They can release them directlyto a market that may love it and
then build a following andmonetize that.
So that is a whole pathway forthem, and I would honestly
gamble on that job more than alot of other jobs.
In the face of AI, that job'sprobably not going anywhere for
a while.
So, yeah, I think that students, that we need to be open and
(07:53):
honest about it, but I don'tthink that Hollywood is going to
die.
I don't think that televisionis going to go away completely.
It's just the jobs are going tochange, and that's why we're
doing things like shiftingtowards virtual production.
That's why we're making theadjustments we're making.
Bianca Barquin (08:08):
Great.
We have to be more agile and wehave to be more responsive,
which is exactly what you'redoing with your students.
Have you noticed or anticipatedany equity gaps with AI,
particularly for our studentpopulation in Santa Ana?
Eric Timmons (08:24):
Absolutely.
I've noticed that my niece andnephews use AI all the time and
have used it in school, and theylive in South Orange County and
even though they are being toldthat it's cheating, they still
use it anyway and they haveaccess to it, whereas I've
noticed with my students,they're told that it's cheating
and so then they don't use it,they're afraid to use it and
(08:45):
they avoid it.
Or if they do use it, they useit in a way where it's something
like that's bad that they haveto hide under the desk.
You know to type, and so I justfeel like, again, that's going
to set them back and that'sgoing to limit how we can
amplify their voice and get themout.
There.
Limit how we can amplify theirvoice and get them out there is
(09:07):
they won't be able to compete ina market where AI is at the
center of it and AI skills areat the center of it.
Bianca Barquin (09:11):
Agreed.
Anything else that you want toadd around how you see AI
fitting into the arts, includingfilm, television, digital media
, is I had a student who waspassionate about gentrification
(09:38):
in Santa Ana and wanted toaddress it because he's really
concerned with how he saw afourth street changing and he
collected so many interviews.
Eric Timmons (09:49):
I honestly don't even remember how many
interviews he collected, but,like a lot of adults, he did not
log the footage, meaning hedidn't keep track of like how
many, like what people say.
So what you do when you log thefootage is you go back, you
listen to the whole interviewand then you mark kind of the
key phrases and things so thatyou can keep that if you're not
going to edit it right away whenyou have the log and you start
(10:09):
to look at themes and thingslike that.
He was overwhelmed and he washonestly ready to quit, and so I
what if we try and take thetranscript using Speak AI at the
time?
Now it's actually built intoPremiere.
You can just do this but takethe transcript, put it into chat
and then ask it to find thetrends and themes.
And it did and it saved hismovie.
He was able to then go back andhe used the timestamps and he
(10:31):
went and he cut on AdobePremiere using those timestamps
and cut his movie down.
I don't think that's cheating.
I think it's using the toolsthat were provided to help us
when we're overwhelmed, and tosave him time.
It is an incredibly dauntingtask to go through all of that
footage, and so for him to useAI that way, I think it was a
really effective use thatallowed him to share his voice
(10:53):
with the world.
Bianca Barquin (10:54):
I think that's applicable not just to that area
.
So, every listening session andyou know that we have listening
sessions all the time in SantaAna we used to have employees
that would spend hours listeningto all of this and we never got
to action because it would be ayear later, once that data was
(11:15):
analyzed, where they're liftingtrends, and now we use AI tools
to be able to do it right away.
I mean, I've done it with a tonof groups that I meet with as
well and we get to action withina very short period of time,
which is super helpful.
When I tested it out on my ownlistening session with preschool
teachers, when I tested it outon my own listening session with
(11:36):
preschool teachers, what Irealized is I missed actually a
couple of things that puttingall of the transcripts into AI
tools caught, which was great.
So it's like having another setof eyes and just somebody who
helps you do that work.
So thank you.
Eric Timmons (12:12):
Last question before we move into two other
segments, that I think bepatient with it.
There is a learning curve andthe second part is just being
ready for students to take thepath of least resistance, to not
be challenged in the lesson, tojust use AI and not proofread,
to not think of it as a partneror collaborator, as a
(12:34):
brainstorming device, but justto basically copy and paste.
But I feel like the same thingis true of a student.
If I am in my English class, ifI have a student who uses a
source and adds a citation, Ifeel like if they're pulling
that in as evidence and it'sjust the whole paragraph, as
we've seen, where it's just thelittle intro line and then maybe
(12:55):
short analysis at the bottom,but then the rest of the whole
paragraph is just somebodyelse's words, really, what's the
difference there?
Right, it's about taking thattime to teach them about what is
expected and what people see astheir voice and, as you said
earlier, like really lettingthem appreciate their voice and
hearing their voice and valuetheir own voice through the
(13:16):
support of AI.
Bianca Barquin (13:17):
Yeah, it's amplifying that part that makes
us human, right, which perfect.
Okay, now it's time for a newpart of our podcast, and I
designed this in honor of you,eric.
We call it Teacher in theSpotlight Lightning Round.
Here's how it works.
I'm going to ask you a seriesof quick questions and you
respond with the first thingthat comes to mind Ready, ready.
(13:41):
Okay, what's your favorite food?
Eric Timmons (13:43):
Baked bao.
Bianca Barquin (13:45):
Baked bao Favorite hobby outside of
teaching.
Eric Timmons (13:49):
Hiking.
Bianca Barquin (13:51):
Best book you've ever read.
Eric Timmons (13:53):
Heart of Darkness.
Bianca Barquin (13:55):
Oh, that was a tough book.
Eric Timmons (13:57):
I love it, though Apocalypse Now.
Bianca Barquin (14:00):
Yeah, most inspiring artist or creator.
Eric Timmons (14:04):
This is a tie my two Davids, so David Bowie and
David Byrne.
Bianca Barquin (14:09):
David Bowie and David Byrne Favorite subject
when you were in school.
Eric Timmons (14:15):
Favorite subject in school would be theater.
Bianca Barquin (14:17):
Theater.
Not surprising Go-to comfortmovie or show.
Eric Timmons (14:24):
That's a tough one , I think.
Weirdly enough, I thinkShawshank Redemption it destroys
me.
I cry every time, but I justlove it.
Bianca Barquin (14:34):
It is a great one, it's cathartic.
It is Dream travel destination.
Eric Timmons (14:46):
I really want to go to Nepal, not to hike, not to
climb.
Bianca Barquin (14:47):
I'm not climbing , but I just want to go.
If you could have a superpower,what would it be?
Eric Timmons (14:51):
If I could have a superpower, I would want to.
This is so basic.
But just fly Like.
I just really want to fly Like.
I just sometimes I'm in spacesusually indoors too, which
probably isn't safe but like, ifI'm indoors, I'm just like.
I wonder what it'd be like justbe flying up and like, see this
like a bird's eye view.
(15:14):
I love it Favorite app or toolfor creativity.
Right now it's Google'sNotebook LM.
I love the podcast on there andI love that they've changed it
now so that you can actuallycorrespond with the podcast.
You can be part of the podcast.
Bianca Barquin (15:26):
And it's actually really good and it's
really good, so okay.
Eric Timmons (15:28):
So, side story Sorry, can I answer?
Yeah, please?
So my writing partner, whoactually is in the district,
tanya Buckley.
She teaches at Circulus.
She was a writer for Paramountfor years and so we're writing
partners and she had a seriesthat she had optioned years ago,
but we're going back andrevisiting it because we want to
try and modernize it, and sowe're going through and looking
(15:49):
at it and what I suggest islet's put it into Notebook LM.
It'll learn all the characters,all the information, and then
we can have a conversation withthe podcast as we brainstorm.
And it's been brilliant and wejust are developing all these
ideas through this conversationbecause it's about Greek gods
and we don't, like, neither ofus really know Greek gods that
well, which is like, why are wedoing this?
But Notebook LM is brilliantand it gives us all kinds of
(16:12):
stories and it's been wonderful.
Bianca Barquin (16:13):
I love it Funniest thing a student has
ever said to you.
Eric Timmons (16:19):
So when I worked at New Vista, one of my first
students that I worked withwould run away and we were in
the back patio and there's afence and then a four like a
pretty dense, like wooded area,and then there's a water, so
it's very dangerous and it's ona slope, and he ran and jumped
(16:40):
the fence and I didn't know whatto do and so, without thinking,
I just shouted stop, there arewild dogs.
And he froze and which isn't alie, because coyotes, if you
think about it, are kind of wilddogs.
So he, he froze.
And then he turned back and hecame and he climbed back over
the fence and I was so proud ofmyself because I was like, okay,
like I got him back, he's alive, everything's good, I'm not
(17:02):
going to, you know, like this isfine.
And the next day we were sittingout there and here I'm thinking
like maybe he thinks they'rewild dogs out there.
No, he's not going to go out.
He was so much smarter than Iever was and that was also a
turning point in my career waslearning that sometimes the
students are smarter than youand so we sat there and he was
like Mr Timmons, do you want tocount the wild dogs with me.
He's like I see one, two, three, four.
(17:26):
Do you see any wild dogs?
And I was like this kid knowswhat's up.
He still didn't go over thefence, though.
Bianca Barquin (17:32):
Fantastic, that is funny.
Most played song on yourplaylist.
Eric Timmons (17:38):
Gloria by Laura Branigan.
Bianca Barquin (17:40):
Wow.
Eric Timmons (17:42):
I love that song.
I love that song.
It is just such a good song.
It's so much fun.
Bianca Barquin (17:47):
I love it If you could trade places with anyone
for a day.
Who would it be?
Eric Timmons (17:53):
If I could trade places with anyone for a day, I
would trade places with I thinkI think like a railroad
conductor, I think that would bereally fun.
I don't know why.
It's like the ticket punchingand like, and it's just kind of
fun to be on a train.
I wish I lived in a place whereI could be on a train more.
Bianca Barquin (18:10):
Hmm, I like that Morning person or night owl.
Eric Timmons (18:15):
I am a night owl in denial because I'm definitely
a morning person.
But I really want to be a nightowl and I really want to like
be cool, but I'm just not.
I get so tired and I'm just sounbearably perky with my
colleagues in the morning.
So I'm clearly a morning person, but I wish I were a night owl.
Bianca Barquin (18:35):
I think I would be the same'm clearly a morning
person, but I wish I weren't atall.
I think I would be the same.
I am a morning person, for sure.
One word to describe yourteaching style.
Eric Timmons (18:48):
I think the word to describe my teaching style
would be persistent.
I am pushing forward and we aredelivering, and students will
deliver and I tell them I'm likethe theater is booked, the
Frida is booked for May.
Your movies are going on thatscreen.
You are going to finish thesemovies and they're going to be
something you're proud of andthat really motivates them to
keep going.
Bianca Barquin (19:05):
That was clearly exemplified in all the stories
that you've actually shared.
Okay, this has been a trulyfascinating discussion.
Before we wrap up, it's timefor our last segment.
It's called the AmplifierAcknowledgement Segment.
If you could amplify themessage or lesson of an educator
or leader who has made asignificant impact on your
(19:25):
journey, who would it be andwhat is that message?
Eric Timmons (19:30):
So the person is Marilyn Turney.
She really shaped who I am withtough love.
She's a private school teacher,whole life private school
teacher, and I remember I wassaying something about a parent.
I was like, well, don't theyunderstand?
She said, stop right there.
The only thing they understandis what you're doing for their
child.
They don't care about anythingelse, it is about their child.
(19:52):
And that was a oh my gosh.
Yes, that is so true and I needto get over myself moment.
I mean I was in my twenties,you know, and I was all about
myself and she's my lifelongfriend where we talk almost
weekly.
She's retired now, but I callher, I run ideas by her and I
just she is all about students.
(20:13):
She's one of those teachers whoshe had a student who refused
to come out from under the deskand so she crawled under the
desk and sat with him on thefloor and just had like the most
like heartfelt conversationwith him and got him back out of
the desk and back in his seatand she just loved what she did
for all those years.
And so I love talking to herbecause she, you know, she gets
excited going back and thinkingabout what she did in the
(20:34):
classroom and it drives meforward.
Bianca Barquin (20:36):
That's beautiful .
Thank you for providing such apowerful acknowledgement.
Remember, leadership is notjust about guiding, but also
about celebrating and honoringthose who paved the way.
Thank you so much for joiningus and sharing your expertise,
Eric.
For listeners who want toconnect with you or learn more
about the Santa Ana High School,Saintly Film Academy, where can
(20:59):
they find you?
Eric Timmons (21:00):
So we're at Saintly Films on Instagram and
you can also follow me, EricTimmons, on LinkedIn, and you
can follow us on YouTube atSaintly Films 7730.
At saintlyfilms7730.
Bianca Barquin (21:14):
Wonderful.
Thanks again, eric.
That's all for today's episodeof SAUSD's Amplifying Leadership
.
If you enjoyed thisconversation, don't forget to
subscribe to the podcast.
We'll be back soon with moreinspiring stories.
Until then, this is BiancaBarquin reminding you to keep
leading, keep learning and keepamplifying the positive messages
(21:39):
and impacts of those around you.
Greetings Amplifiers.
Welcome back to Part 2 of ourdiscussion of AI in the
Classroom with SAUSD CTE, Filmand ELA teacher Eric Timmons.
We hope you enjoy theconclusion of this episode.
Bianca Barquin (00:22):
So let's shift gears to technology.
How did you first becomeinterested in AI and what
applications did you initiallyexplore in media, ela and the
classroom?
Eric Timmons (00:44):
AI.
I don't know if I'd searched upsome sort of horror movie on AI
or something like beforeChatGPT came out, but I was like
it was on my Google feed and soI was curious.
So I like to explore newtechnologies and so I started
playing with ChatGPT and Ithought it was cute, like I
would have little conversationswith it, and that was kind of it
.
Over the summer I traveled toSri Lanka.
That was a couple of years agonow.
I traveled to Sri Lanka andwhen I was there we went to this
(01:05):
party and they had like it wasa group of four of us and this
restaurant had private buffets,like where it's like you have
your own, like little buffet andI just thought that was the
funniest term, private buffet.
And I was like I wonder if AIcan write a song about private
buffets.
And it wrote the best songabout private buffets and so I
went back and I even like sangit for my students.
(01:25):
But I was so excited about itis that this, this thing, can
create things.
And as a creator, it wasslightly threatening at first,
but then, as the more I exploredit, the more I did research and
played with it and then startedto realize the thing I hate
making are rubrics, and I knowthat they're so important and I
know that I have to have them.
But I hate making are rubrics,and I know that they're so
important and I know that I haveto have them, but I hate
(01:48):
writing them.
They are just so drab.
And so it dawned on me one daywhat if I could write rubrics?
And so then I put that in, Iput in my syllabus, and it wrote
the most beautiful rubric and Icouldn't believe it.
And so then I started makingrubrics for everything, and so
now my kids are inundated withrubrics, but it's wonderful.
And then I even I started to doI think you saw the video I did
(02:11):
the QR code for organizing ourequipment room, and so I went
through and I had a student whowas in charge of inventory, so
they had this whole inventorylist, and so I took the CSV file
and put it into ChatGPT andthen had it start to create QR
codes and it did, and it wasincredible.
I used it for a bit and then wemoved over to what the district
has, the district system, butjust the fact that it's there,
(02:34):
and so yeah, so once I realizedthat all the applications that
were possible with AI.
It transformed the way I teach.
Bianca Barquin (02:42):
Yeah, it's really helped all of us with
operational efficiency andeffectiveness and it gives you
time.
You reclaim time to spend inthat creative space because you
don't have to deal with some ofthe mundane stuff.
I totally agree with you.
There are things like creatingrubrics where you're just why,
(03:03):
but it helps you do that.
So when and how do youintroduce it to your students?
Eric Timmons (03:09):
At the very beginning, because it has become
an issue where students aretold that it is cheating and
they are convinced that it ischeating.
And I'll be honest, it doessometimes feel like cheating
because it is so easy to use,right, and I know it's not a
popular thing to say, but itdoes feel that way, so I can see
the confusion.
(03:29):
So what I like to do is I justlike to have an open, ethical
discussion about it, and the wayI do it is I have a spectrum
that I found in the book Powerof AI in the Classroom and he
lays out a spectrum of what wewould consider cheating with AI
and the classroom, and it has.
He lays out a spectrum of whatwe would consider cheating with
AI and the internet, and thenwhat is just completely 100%
(03:50):
like pen and paper, student,100% their ideas, and so what I
do is, with those seven aspectson the spectrum, I have them
come up.
I actually used AI to do this.
I came up with little scenariosand so then each group we do
like a jigsaw Each group gets ascenario and then they have to
essentially discuss it andfigure out is this cheating or
(04:11):
not?
Then they go back to theirjigsaw groups and then now they
have the full spectrum and thenthey rank it and they try and
draw the line, and so I havethem literally draw the line on
the spectrum.
Where do we draw the line forcheating?
And of course, there's alwaysthe student who's like none of
it's cheating.
I love all of it and I'm likeokay, clearly the first one is
cheating.
What's funny is they actuallyend up arguing with me because I
(04:36):
think I'm a little more lenientin what I consider AI use than
they are.
But we agree as a class, weagree like okay, this will be
the line, this is what weconsider, and so that's
something I can revisit ifsomething comes up.
As it does.
It mostly happens withscreenplays and I can spot it
pretty clearly because I'm ascreenwriter and I can tell an
AI screenplay because they'renot good yet.
But I think having thatdiscussion about ethics and
(04:58):
letting students lead the way inhow they want to define the
ethics in the classroom empowersthem and builds buy-in.
Bianca Barquin (05:05):
I think that's so important that you're having
those discussions with students,and when I talk to students,
the feedback is the same.
They actually are the ones whoare a lot more resistant to
using it, just because they wantto hear their authentic voice
in the work that they do atleast the students I've spoken
to.
The other thing I think we needto think about and I think you
(05:27):
do it intuitively we really haveto change the way we teach, the
way we lesson plan, the way weassess, and then it really
wouldn't be cheating if we'reactually doing things a lot
differently as teachers.
But that requires a lot ofreflection and it requires us to
change almost essentially allthat we do in those areas.
Eric Timmons (05:49):
Yeah, it does, because with the direct
instruction model, you know youare the keeper of the knowledge,
and so then then AI is almost athreat in that structure, right
?
So, yeah, so, being able toshare that power with AI, being
able to empower students withthe ability to research on their
own and find things, it willchange education Absolutely.
(06:09):
I mean, education has to change.
We don't have a choice, right?
I remember there was a debate Iheard it was someone I think it
was like Ms Manners orsomething Someone called in to
complain about texting.
They're like I'm just so madabout everyone texting all the
time and the person respondedand said this was a great
(06:30):
conversation 20 years ago, butwe're past that point now, and I
feel like that's where we aregoing with AI right now is it is
going to become part of ourworld and we have to figure out
how education is going to meetit.
Bianca Barquin (06:36):
It actually is a part of our world and you are
exactly right.
Okay, there have been heateddiscussions in the entertainment
industry about AI.
How do these conversationsrelate to your use of AI in the
classroom?
Eric Timmons (07:05):
radio.
So it isn't existential.
I don't think it's justshrinking and so it's going to
get smaller.
And so, to go back to myearlier point, we need to pivot
what we're doing to meet themarket demands, which is that
there won't be as many of thosejobs, and so that doesn't mean
that there won't be jobs forvideographers locally.
That doesn't mean there won'tbe jobs for students to create
their content, just like withthe gatekeepers, right.
(07:30):
They can go online and they cancreate movies.
If they love making movies, ifthey love making music videos,
they can still release those.
They can release them directlyto a market that may love it and
then build a following andmonetize that.
So that is a whole pathway forthem, and I would honestly
gamble on that job more than alot of other jobs.
In the face of AI, that job'sprobably not going anywhere for
a while.
So, yeah, I think that students, that we need to be open and
(07:53):
honest about it, but I don'tthink that Hollywood is going to
die.
I don't think that televisionis going to go away completely.
It's just the jobs are going tochange, and that's why we're
doing things like shiftingtowards virtual production.
That's why we're making theadjustments we're making.
Bianca Barquin (08:08):
Great.
We have to be more agile and wehave to be more responsive,
which is exactly what you'redoing with your students.
Have you noticed or anticipatedany equity gaps with AI,
particularly for our studentpopulation in Santa Ana?
Eric Timmons (08:24):
Absolutely.
I've noticed that my niece andnephews use AI all the time and
have used it in school, and theylive in South Orange County and
even though they are being toldthat it's cheating, they still
use it anyway and they haveaccess to it, whereas I've
noticed with my students,they're told that it's cheating
and so then they don't use it,they're afraid to use it and
(08:45):
they avoid it.
Or if they do use it, they useit in a way where it's something
like that's bad that they haveto hide under the desk.
You know to type, and so I justfeel like, again, that's going
to set them back and that'sgoing to limit how we can
amplify their voice and get themout.
There.
Limit how we can amplify theirvoice and get them out there is
(09:07):
they won't be able to compete ina market where AI is at the
center of it and AI skills areat the center of it.
Bianca Barquin (09:11):
Agreed.
Anything else that you want toadd around how you see AI
fitting into the arts, includingfilm, television, digital media
, is I had a student who waspassionate about gentrification
(09:38):
in Santa Ana and wanted toaddress it because he's really
concerned with how he saw afourth street changing and he
collected so many interviews.
Eric Timmons (09:49):
I honestly don't even remember how many
interviews he collected, but,like a lot of adults, he did not
log the footage, meaning hedidn't keep track of like how
many, like what people say.
So what you do when you log thefootage is you go back, you
listen to the whole interviewand then you mark kind of the
key phrases and things so thatyou can keep that if you're not
going to edit it right away whenyou have the log and you start
(10:09):
to look at themes and thingslike that.
He was overwhelmed and he washonestly ready to quit, and so I
what if we try and take thetranscript using Speak AI at the
time?
Now it's actually built intoPremiere.
You can just do this but takethe transcript, put it into chat
and then ask it to find thetrends and themes.
And it did and it saved hismovie.
He was able to then go back andhe used the timestamps and he
(10:31):
went and he cut on AdobePremiere using those timestamps
and cut his movie down.
I don't think that's cheating.
I think it's using the toolsthat were provided to help us
when we're overwhelmed, and tosave him time.
It is an incredibly dauntingtask to go through all of that
footage, and so for him to useAI that way, I think it was a
really effective use thatallowed him to share his voice
(10:53):
with the world.
Bianca Barquin (10:54):
I think that's applicable not just to that area
.
So, every listening session andyou know that we have listening
sessions all the time in SantaAna we used to have employees
that would spend hours listeningto all of this and we never got
to action because it would be ayear later, once that data was
(11:15):
analyzed, where they're liftingtrends, and now we use AI tools
to be able to do it right away.
I mean, I've done it with a tonof groups that I meet with as
well and we get to action withina very short period of time,
which is super helpful.
When I tested it out on my ownlistening session with preschool
teachers, when I tested it outon my own listening session with
(11:36):
preschool teachers, what Irealized is I missed actually a
couple of things that puttingall of the transcripts into AI
tools caught, which was great.
So it's like having another setof eyes and just somebody who
helps you do that work.
So thank you.
Eric Timmons (12:12):
Last question before we move into two other
segments, that I think bepatient with it.
There is a learning curve andthe second part is just being
ready for students to take thepath of least resistance, to not
be challenged in the lesson, tojust use AI and not proofread,
to not think of it as a partneror collaborator, as a
(12:34):
brainstorming device, but justto basically copy and paste.
But I feel like the same thingis true of a student.
If I am in my English class, ifI have a student who uses a
source and adds a citation, Ifeel like if they're pulling
that in as evidence and it'sjust the whole paragraph, as
we've seen, where it's just thelittle intro line and then maybe
(12:55):
short analysis at the bottom,but then the rest of the whole
paragraph is just somebodyelse's words, really, what's the
difference there?
Right, it's about taking thattime to teach them about what is
expected and what people see astheir voice and, as you said
earlier, like really lettingthem appreciate their voice and
hearing their voice and valuetheir own voice through the
(13:16):
support of AI.
Bianca Barquin (13:17):
Yeah, it's amplifying that part that makes
us human, right, which perfect.
Okay, now it's time for a newpart of our podcast, and I
designed this in honor of you,eric.
We call it Teacher in theSpotlight Lightning Round.
Here's how it works.
I'm going to ask you a seriesof quick questions and you
respond with the first thingthat comes to mind Ready, ready.
(13:41):
Okay, what's your favorite food?
Eric Timmons (13:43):
Baked bao.
Bianca Barquin (13:45):
Baked bao Favorite hobby outside of
teaching.
Eric Timmons (13:49):
Hiking.
Bianca Barquin (13:51):
Best book you've ever read.
Eric Timmons (13:53):
Heart of Darkness.
Bianca Barquin (13:55):
Oh, that was a tough book.
Eric Timmons (13:57):
I love it, though Apocalypse Now.
Bianca Barquin (14:00):
Yeah, most inspiring artist or creator.
Eric Timmons (14:04):
This is a tie my two Davids, so David Bowie and
David Byrne.
Bianca Barquin (14:09):
David Bowie and David Byrne Favorite subject
when you were in school.
Eric Timmons (14:15):
Favorite subject in school would be theater.
Bianca Barquin (14:17):
Theater.
Not surprising Go-to comfortmovie or show.
Eric Timmons (14:24):
That's a tough one , I think.
Weirdly enough, I thinkShawshank Redemption it destroys
me.
I cry every time, but I justlove it.
Bianca Barquin (14:34):
It is a great one, it's cathartic.
It is Dream travel destination.
Eric Timmons (14:46):
I really want to go to Nepal, not to hike, not to
climb.
Bianca Barquin (14:47):
I'm not climbing , but I just want to go.
If you could have a superpower,what would it be?
Eric Timmons (14:51):
If I could have a superpower, I would want to.
This is so basic.
But just fly Like.
I just really want to fly Like.
I just sometimes I'm in spacesusually indoors too, which
probably isn't safe but like, ifI'm indoors, I'm just like.
I wonder what it'd be like justbe flying up and like, see this
like a bird's eye view.
(15:14):
I love it Favorite app or toolfor creativity.
Right now it's Google'sNotebook LM.
I love the podcast on there andI love that they've changed it
now so that you can actuallycorrespond with the podcast.
You can be part of the podcast.
Bianca Barquin (15:26):
And it's actually really good and it's
really good, so okay.
Eric Timmons (15:28):
So, side story Sorry, can I answer?
Yeah, please?
So my writing partner, whoactually is in the district,
tanya Buckley.
She teaches at Circulus.
She was a writer for Paramountfor years and so we're writing
partners and she had a seriesthat she had optioned years ago,
but we're going back andrevisiting it because we want to
try and modernize it, and sowe're going through and looking
(15:49):
at it and what I suggest islet's put it into Notebook LM.
It'll learn all the characters,all the information, and then
we can have a conversation withthe podcast as we brainstorm.
And it's been brilliant and wejust are developing all these
ideas through this conversationbecause it's about Greek gods
and we don't, like, neither ofus really know Greek gods that
well, which is like, why are wedoing this?
But Notebook LM is brilliantand it gives us all kinds of
(16:12):
stories and it's been wonderful.
Bianca Barquin (16:13):
I love it Funniest thing a student has
ever said to you.
Eric Timmons (16:19):
So when I worked at New Vista, one of my first
students that I worked withwould run away and we were in
the back patio and there's afence and then a four like a
pretty dense, like wooded area,and then there's a water, so
it's very dangerous and it's ona slope, and he ran and jumped
(16:40):
the fence and I didn't know whatto do and so, without thinking,
I just shouted stop, there arewild dogs.
And he froze and which isn't alie, because coyotes, if you
think about it, are kind of wilddogs.
So he, he froze.
And then he turned back and hecame and he climbed back over
the fence and I was so proud ofmyself because I was like, okay,
like I got him back, he's alive, everything's good, I'm not
(17:02):
going to, you know, like this isfine.
And the next day we were sittingout there and here I'm thinking
like maybe he thinks they'rewild dogs out there.
No, he's not going to go out.
He was so much smarter than Iever was and that was also a
turning point in my career waslearning that sometimes the
students are smarter than youand so we sat there and he was
like Mr Timmons, do you want tocount the wild dogs with me.
He's like I see one, two, three, four.
(17:26):
Do you see any wild dogs?
And I was like this kid knowswhat's up.
He still didn't go over thefence, though.
Bianca Barquin (17:32):
Fantastic, that is funny.
Most played song on yourplaylist.
Eric Timmons (17:38):
Gloria by Laura Branigan.
Bianca Barquin (17:40):
Wow.
Eric Timmons (17:42):
I love that song.
I love that song.
It is just such a good song.
It's so much fun.
Bianca Barquin (17:47):
I love it If you could trade places with anyone
for a day.
Who would it be?
Eric Timmons (17:53):
If I could trade places with anyone for a day, I
would trade places with I thinkI think like a railroad
conductor, I think that would bereally fun.
I don't know why.
It's like the ticket punchingand like, and it's just kind of
fun to be on a train.
I wish I lived in a place whereI could be on a train more.
Bianca Barquin (18:10):
Hmm, I like that Morning person or night owl.
Eric Timmons (18:15):
I am a night owl in denial because I'm definitely
a morning person.
But I really want to be a nightowl and I really want to like
be cool, but I'm just not.
I get so tired and I'm just sounbearably perky with my
colleagues in the morning.
So I'm clearly a morning person, but I wish I were a night owl.
Bianca Barquin (18:35):
I think I would be the same'm clearly a morning
person, but I wish I weren't atall.
I think I would be the same.
I am a morning person, for sure.
One word to describe yourteaching style.
Eric Timmons (18:48):
I think the word to describe my teaching style
would be persistent.
I am pushing forward and we aredelivering, and students will
deliver and I tell them I'm likethe theater is booked, the
Frida is booked for May.
Your movies are going on thatscreen.
You are going to finish thesemovies and they're going to be
something you're proud of andthat really motivates them to
keep going.
Bianca Barquin (19:05):
That was clearly exemplified in all the stories
that you've actually shared.
Okay, this has been a trulyfascinating discussion.
Before we wrap up, it's timefor our last segment.
It's called the AmplifierAcknowledgement Segment.
If you could amplify themessage or lesson of an educator
or leader who has made asignificant impact on your
(19:25):
journey, who would it be andwhat is that message?
Eric Timmons (19:30):
So the person is Marilyn Turney.
She really shaped who I am withtough love.
She's a private school teacher,whole life private school
teacher, and I remember I wassaying something about a parent.
I was like, well, don't theyunderstand?
She said, stop right there.
The only thing they understandis what you're doing for their
child.
They don't care about anythingelse, it is about their child.
(19:52):
And that was a oh my gosh.
Yes, that is so true and I needto get over myself moment.
I mean I was in my twenties,you know, and I was all about
myself and she's my lifelongfriend where we talk almost
weekly.
She's retired now, but I callher, I run ideas by her and I
just she is all about students.
(20:13):
She's one of those teachers whoshe had a student who refused
to come out from under the deskand so she crawled under the
desk and sat with him on thefloor and just had like the most
like heartfelt conversationwith him and got him back out of
the desk and back in his seatand she just loved what she did
for all those years.
And so I love talking to herbecause she, you know, she gets
excited going back and thinkingabout what she did in the
(20:34):
classroom and it drives meforward.
Bianca Barquin (20:36):
That's beautiful .
Thank you for providing such apowerful acknowledgement.
Remember, leadership is notjust about guiding, but also
about celebrating and honoringthose who paved the way.
Thank you so much for joiningus and sharing your expertise,
Eric.
For listeners who want toconnect with you or learn more
about the Santa Ana High School,Saintly Film Academy, where can
(20:59):
they find you?
Eric Timmons (21:00):
So we're at Saintly Films on Instagram and
you can also follow me, EricTimmons, on LinkedIn, and you
can follow us on YouTube atSaintly Films 7730.
At saintlyfilms7730.
Bianca Barquin (21:14):
Wonderful.
Thanks again, eric.
That's all for today's episodeof SAUSD's Amplifying Leadership
.
If you enjoyed thisconversation, don't forget to
subscribe to the podcast.
We'll be back soon with moreinspiring stories.
Until then, this is BiancaBarquin reminding you to keep
leading, keep learning and keepamplifying the positive messages
(21:39):
and impacts of those around you.
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