This is Busted Pencils, fully-ledded education talk.
Here are your hosts, Dr. Tim Slecker and Dr. Johnny Lupinacci,
educated educators talking education.
Oh, there it is, Tuesday night Busted Pencils, fully-ledded education talk.
Educated educators?
Yeah, we talk education here. Monday, Tuesday, Wednesday, Thursday, Friday,
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particularly us, Busted Pencils, fully-led education talk, Johnny Lupinacci. How are you, my friend?
How's it going? I'm good, man. It's Tuesday. We're in the flow. I taught the teachers today,
so I'll always enjoy my Tuesdays and Thursdays with the future teachers out here.
We have to prepare so you were teaching teachers about teaching.
We're educated educators who talk education, and you were teaching teachers about teaching.
That's right, about elementary social studies curriculum, but then in general,
today was one of the first days back. They've been in classrooms that they're going to be doing.
They're student teaching, and now they're back in here, and they have loads of questions,
as any new teacher should. Well, here's the question, Johnny. Do they know
that the future is calling them? In fact, from K-12 dive, I highlighted this last Friday,
but I've got to bring it up because it is getting so much attention.
Article in K-12 dive, the future is artificial intelligence. Question, Johnny, are the students ready?
Let me just quote here, though, from the very beginning, to Richard Kalata. Students need to learn
about artificial intelligence and its inner workings now, but even more critical, says the CEO
of the International Society for Technology and Education, is that educators teach pupils
not just about the technology, but how to partner with AI in their own work. Johnny, we've done,
a decent amount of artificial intelligence shows. Largely talking about whether, yeah, whether,
I'm using it if people are, here, though, here's the piece saying, students are students ready,
and I want to highlight just how do we help students understand the best uses?
How do we rethink assessments? How do we provide PD for teachers that are going to be using AI,
and how do we create guardrails as we're going through this? I wanted to bring this forward
to start talking about it because we've had conversations, should we use it to write papers,
should we not? The reality, though, is at this point, it's out here. Kids are using it.
Some teachers are using it. Some families are using it. How are we using it, though,
and are people ready and are teachers? Johnny, your teaching teachers today,
has your curriculum, your syllabus for your teaching teachers started to implement artificial
intelligence yet? Absolutely. I mean, I don't use artificial intelligence to generate that.
I mean, it could. We've experimented a little bit about that, but it absolutely is part of the
teaching, and I told you earlier, Tim, I've been a little bit more of a naysayer. I know you have,
I mean, a little bit of a curmudgeon to get off my lawn guy with the artfish intelligence,
but really, and I come back to that comparison I made when we really first started talking about
it on this show because it was like, ah, the AI is coming, the AI is coming. We really,
we really started to chop that up, and it reminds me so much of integrating calculators into
teaching math, looking at software that, you know, did computations and did sort of some of the
really cool things like, even if we're to talk about like Photoshop and using, you know, editing
softwares to do graphic design and to do photography stuff, it is a technology tool that is going
to be part of most industries, if not all of them, I don't want to just blanket that, you know,
all is kind of a, it's kind of a white casting, you know, word to throw in there, but, but it's
going to be part of every day life. So I think it's really exciting to think that not only are we
talking about our teachers ready and thinking about what it means for how they teach, but students
for how they learn, because I think there's like we did with calculators, there's a case to be made
that there's a tool that's very useful and helpful, but also we want to be creative and think,
and so how do those two things work together? Good questions right there, Johnny Lupinacci out there,
whoa, cam right away from Nina, cam you're on the line, artificial cam, you are not an artificial
intelligence bot, are you, cam? No, I'd be way smarter, I actually dropped out of college.
Hey, cam, what's what's happening, man? Hey, so while I may have dropped out of college,
I actually work in IT and have for, I think I'm getting pretty close to 10 years.
Okay, I am a dev ops, I don't know if you would call it like a senior, senior dev ops technician,
and I'm also a developer and I own my own game studio and I'm working on releasing a game.
Those two things are completely unrelated, but my reason for calling in is and providing that info
is to say that I kind of do know what I'm talking about with some of this, these AI language models
that do exist right now. I kind of think that they do need to be integrated, but for any of the
teachers out there, they have to not fall for the bait that is any of these services saying that
they can detect if a student used AI. Those seniors do not work, they are lying to you, it has never
worked, it's not possible. The best way you can get your students to not use AI to generate
their entire thing is to get them to show their versioning history inside of their documents
if they're writing them on the computer. Listen to this, cam, I love it, man. I brought
the calling in and dropping knowledge that is super helpful. Teachers out there listening,
cam is 100% correct. This is good pro tip, cam, thank you. Well, cam, think about it, it's
undetectable and I've tried to say that I gave a presentation here on my campus to college faculty
and I put out there, cam, I'm going to have to invite you to my campus to make that statement.
I put out there because this comes from Ethan Maulick at Penn University who has said, look,
artificial intelligence is undetectable and it will continue to move down that line. If anybody
tells you there is a software or some kind of system out there that can, quote, detect artificial
intelligence, not true because it is undetectable. Johnny, I got pushback from my faculty or they're
like gone, I'll know, we can catch it. We know, we know, we know, we know for sure. And I said,
I don't know that you know, for sure, potentially, should you have a sense in, you know,
John Warner, one of our guests has put this on, should you have a sense of how your students write
and that you might be able to understand that their writing style has changed drastically.
That's probably detectable. But what Cam's saying here, though, too, is if you think you're going to
feed in a passage that a student turns into you and it's going to say, well, Artifich at GPT4,
Bard 3.9, Clawed 7.6, no, no, no, no, no, no, not going to happen. There's no lazy way out of this.
I'll just put it out there like this puts, this is one of those tools that puts us as educators
in a role of having to just be more responsible to know students work. It's also argument when we're
talking about, you know, we can't completely automate the classroom. You have to kind of get to know
your students. There is importance to that like class size and things because then you can detect
that. And I love what Cam offered. Share the version histories, right? Share how you use this tool,
how you revised, how helped you think. Like that's a learning process that integrates the technology
in with the learning. Well, it's okay. I'm thanks for the call. I really appreciate it. Make
sure you give us more and more calls and put it out there. Everybody busted pencils fully
education talk every day of the week eight four four nine six seven two seven eight nine is
the number if you want to jump in and give us a call. How are you using artificial intelligence?
Well, Johnny, back to the article though. I just got to put this, you know, here's the quote from
Richard Kalada again from the International Society for Technology and Education. Quote every
kid that graduates today is going to work on a team. We're not every member of their team is
human. How do you work on a team? We're not all members are human. How do you know what tasks
to hand off to the non human counterparts? Does that creep you out, man? To think about it,
but or is this just a fact? It's like, look, you go into the workplace and you know, here's the
thing education is is a lot about workforce development. People leaving school today going out
into the workforce, according to this article, some of your team members are going to be artificial
intelligence. So teachers out there, are you helping students be prepared for their artificial
intelligence team member? Johnny, are you ready for an artificial intelligence team member?
No, but I'm learning. I'm learning all the time and it's and it's great because one of the things
I was talking with teachers today about is is one of the great things about becoming a teacher
and being a great teacher is that you're all you're open to always learning. There is we say that
in a lot of professions, but you have to be flexible and you have to adapt and you have to be open
to learning that there are different ways people learn and then then tasks often change.
How we do things change, it's dynamic and this is one of those moments where educators out there
for the most part are learning how to work with AI. Also, workforce is learning. We're all learning.
Now, I'll like side note, technological developments move much faster than our human capacities
and structures to adapt. So there's a little bit of a lag time. I'll use a little bit of
technology term for us humans. There's a little bit of lag time and adjustment, but it's exciting
because yeah, I'm I'm still in the learning phase of what can this stuff do? Like how can we best
utilize our creative capacities as humans and get those human tasks delegated and assigned
and then lean on AI where we can responsibly integrate this technology and I think it's going to
really increase the quality of stuff that's out there. Johnny Lupinaki busted pencils fully
let it education talk. The future is artificial intelligence. Our students ready. Well, when we get
back helping students understand its best use and Johnny for this, rethink assessments. More
artificial intelligence busted pencils back. Yes.
There are lots of days. Lots of days that go by busted pencils fully let it education talk.
Educated educators talking education. The future is artificial intelligence.
Our students ready. We're looking at an article coming out of K-12 dive asking that question.
Great call last segment from Cam. Cam though sent us back in a text and puts down there.
He will also add that LLM's that's large language models are excellent at teaching topics
for people like him who have severe ADHD. It can put nearly everything into incredibly digestible
customized formats. Johnny, powerful stuff right there to think about that. The ability to take
and this is is it an adaptive technology then in that sense or are we using it as an adaptive
technology? I mean it can be I mean arguably that's good technology like good technology is
something that adapts you know information for us in that in that way helps bring
the compliments like our human experience. And so man I love Cam's contributions today like
Cam call all the time and we love that you're listening and and I know you're working on your
game but that Cam should be a teacher. Well and producer on you I do that too okay on you jump in
so you use artificial intelligence to break stuff down. I have been more and more recently so
I've started doing something really weird with GPT 3.5 the free one which is sometimes I just
jump in with it and say like hey what can you do in regards to like music. I learned that GPT
could make chiptunes of like songs that are copyright free and things so I just have started asking
I like what can you do and it was explaining these different things. So I've started putting in
articles that I'm reading especially articles where it's like I appreciate that the author added
all these personal information about themselves but maybe I really only need to know how to change
a tire from this article and not you know how their granddad taught them to do it all that.
So all sometimes copy and paste it into GPT and say hey can you just make a bullet point list of
like the facts that are in this article and it helps me sort of skim off the top it sounds so
so inhumane to do this but when an article just has maybe too much fluff around it and I'm like wait
no what's the facts of this what are you claiming GPT has really helped me to break that down and
I can even ask it after the fact like hey you said that she mentioned that this is part of the
process for changing the tire say more about what that article had to say it's like oh yeah so
here are more details about that it just helps me digest so much info that with ADHD if I just
look at the screen and it's just a wall of text my heart rate ticks up and I'm like I'm
gonna miss stuff I can't I can't afford to you know not understand this whole thing GPT is there
to help me so yeah well there it is it breaks it down and one of the adaptive technology uses
that that really would put out there and I've done this and this works much better with the chat
GPT for the paid version but writing a prompt to actually create a learning tutor you can ask chat
GPT to become your tutor tell it you know how old you are tell what you're interested in studying
and and what it does too is when you frame it that way and kind of going back to to cam's ideas
it will create a tutoring session where it takes the information and chunks it into digestible
frames so that people have an opportunity to understand better the other thing that I did with
this prompt and for for learning was as I said you know please provide multiple examples when
you're explaining a new concept and Johnny that's just good teaching right when you're teaching
and you're looking out there and you see a kid and they're like they just don't get it
the solution to helping a student get it is not pay your darn attention to me and listen darn it
it's like wait a minute let me help you maybe reframe or relook at this that's good teaching the fact
that you can have artificial intelligence literally coming out with multiple perspectives or
multiple ways of trying to understand something that's just good teaching and learning right there
you know yeah and I just throw in there that there are limits to it so kind of teaching and
navigating those things and modeling that helps us again I said we have a lag in our human capacity
to adapt to how these technologies change the landscape of the work we do so we want to be really
transparent about that like there are limits to this let's test the limits let's see what they are
what are the shortcomings what like how do we know how to best use this tool together and what are
the decisions that are still really human and important for us to you know to to be making and to
be skilled at making we got joy and on the line though let's go or we go to break is I knew
Jillian I was gonna comment that's that that's Dr. Orr effect that Dr. Jillian how are you really good
oh great discussion just a quick point to add though I'd be very very afraid of the teacher
in the process of allocating how much to assign to students how many how many tasks because
again if you know how to do your props if you know how to use chantry PT you can go through a
lot of work really really quickly and those students who maybe would like to do a few
student assignments without the help of AI would be set behind I mean really really set behind so
again with assessment the whole process how much can you assign students to do and how much to
great them on with with with or without the help of chat GPT or other generative AI tools nice point
Joanne so what about this point though that I was kind it's kind of simple but I see a lot of
critics talking about this from the standpoint of saying hey if you're giving assessments and
assignments that are you know easily chat GTP or whatever you know artificial intelligence then
you need to change the nature of your assignments and your assessments as he Joanne yes he's not
there anymore but you know that's the question here Johnny so you know one of these points in the
article is that we have to rethink assessments now we have to and so for anybody who's listening
going assessments quizzes tests ways that we have students provide examples that they've learned
something if this is if you're giving an assignment that typically for the longest time required
students to just give back the facts or to explain something they just read and as the only
appointed out well they can easily have chat GPT read that and give you a nice recent summary so
then you're starting to say how do we ask students to do different assignments different tasks different
quizzes to prove that they're learning because you know as Camlet has known the first first part of
the show it's undetectable and maybe the reality is is that we need to create assessments that
don't necessarily lend themselves to large language models or the possibility and I saw there
is a great example here maybe we can use this to create multiple answers and then from the multiple
answers we will go out and determine the best ones Steve and Thomas how will artificial intelligence
impacts standardized testing coming across is that guess that came across on the YouTube channel
right from our YouTube live stream you can comment on any of our live streams and we can see it so
jump in on the conversation y'all yeah how will it change I love that question how boy I hope
it I hope it makes them go away permanently Johnny that would be my thought you're you're you're
not looking too happy about that well I don't know I mean I think the whole idea of like our
standardized testing is sort of a precursor to an AI world right it's like before the AI sort of
had these like very fixed tests with correct outcomes and with data that you know can be it some
sort of output of them in the form of a measurement and so I think it's like I'd like to see you know
testing also adapting and AI pushing that because you know if if it's as simple as it's it's
something that can be answered by artificial intelligence and is it important for our kids to
really learn right and so I don't know it's going to explain that stuff he's asking the hard
questions providing teachers for PD when we get back artificial intelligence
I just want to let the music be playing it's busted pencils fully let it
education talk educated educators talking education 8449672789 is the number if you want to call
the future is artificial intelligence our students ready great calls from Cam Joanne
Stephen putting in the YouTube feed standardized testing Johnny we kind of left that there
I want to also prompt you know have we heard about are we even ready for the singularity event
just in case any geeks are out there wondering you know is the singularity right around the
corner and if you don't know about that then the question of our students ready no they're not
ready if they're not ready for the singularity but Johnny standardized testing artificial go
ahead man I don't know like my conspiracy theory flag goes up with singularity theory so I'm just
like careful careful careful because but I but I like that you bring it up to him because I think AI
the discussion around AI especially around learning and especially how it relates to us as human
and how we relate to it it's kind of it it lends itself to that sort of red flag I have for
conspiracy theories like I love divergent ideas singularity theory is divergent idea I think it
pushes us to think about it prompts these kinds of questions but I see a lot of like headlines or
people talking about are asking questions in terms of like is AI the next stage of of human evolution
and it's like whoa whoa whoa we're blending technology and biology in a really kind of messy way
and like it's a tool we created it it remains like to see how we utilize it how it integrates
into our daily likes lives and workplaces it's going to change things how that like what those
impacts are we don't entirely know but we can make some predictions around but also it's not
evolutionary right it's not biological it's a mechanized tool that is only as smart as it was
programmed to be and there's some really bright and amazing humans out there who are contributing
to that and in fact we all are as we're generating sort of content that goes into data somewhere
that gets you know chewed up and integrated into what constitutes artificial intelligence but
it's very human run right it's based on still humans contributing content I think I like to
have the example that when I'm providing to it is is that a reality check to all those really
incredibly smart people when I feed AI I bring it back down a level to normality right there
because it's like well this dude is not that bright man we got to slow it down for Tim here
the numbers eight four four nine six seven two seven eight nine singularity if you have any
thoughts I'll come back on this but Johnny one of the things teachers you know the students are
using it we always know this when you're talking about technology the the kind of lag time you
talked about it okay if if you're just getting to it and you're a teacher your students already
know about it have used it and may have even traded it and sold it a few times before you even
knew that you could use this technology that's what's happening with artificial intelligence
if you are a teacher out there do you even know where to go to be prepared to teach with artificial
intelligence I'm gonna give you an example Johnny I'm gonna be teaching a class here on campus
artificial intelligence for academic majors and I'm gonna tell you what I'm doing I got a little
bit of a pushback somebody goes hey you don't you're not a computer scientist how are you qualified
to teach artificial intelligence Tim I mean you're a teacher like well okay well I have a PhD
in curriculum instruction curriculum and instruction would mean I have an expertise in designing
and implementing learning activities the what I'm doing with artificial intelligence is the in
this class is saying it's a learning tool and therefore as a learning tool we absolutely have
to engage it I don't need to be an expert in computer science I don't need to be an expert in
machine learning what I need to be though is is that here's another tool that can help us potentially
solve problems and for the for the standpoint of somebody in college how is artificial intelligence
going to and is it already being incorporated into your major into the workforce we can use artificial
intelligence as a tool to help answer that question teachers professional development in the K-12
dive piece though too there's a there's a link here and we'll try to put it up in the show notes
K-12 generative artificial intelligence readiness checklist that is put out there is a good
link to this where if you are thinking about this you know are you ready is your school ready
what do you need for professional development if artificial intelligence if your kids are already
using it what is it that you would need to be professionally developed around is it you know
Chatchy PT 3.5 do you know what prompt engineering means do you know the difference between Bard
do you know that Bard is actually you know Bard is kind of met a death here this week because
there's an anionia's agreeing with me you see I pay attention yeah Bard Bard was replaced
so artificial intelligence it's you have a Gemini yep Gemini who an artificial intelligence can be
replaced my goodness so artificial intelligence is losing jobs to artificial intelligence who knew
it was going to get that bad that sounds like a singularity event to me Johnny what kind of
professional development do you think how your future teachers are anybody out there what do we
need to do with this man like where where's the biggest opening and I say this where's the biggest
opening to go into a school and say you know what there's a new tool there's a new technology let's
dig in how do we do that I think we approach it similar to other learning technologies right we
have to do some research on I think that's always really important to learning scientists out
there can can do that work right that's the important role of researchers you know to do those
studies but we also have to just as as I think responsible teachers ask questions like what are we
teaching how are students learning it in terms of how are they being introduced to it practicing it
and applying it right and then what role does AI play in that I mean anionia and the chat shared a
really really good resource that teachers might like out there there's an AI for that you know
type it in there's an ii for that.com you know kind of helps point towards that but I think we need to
we need to immerse in it we need to play with it see what limitations there are what kind of
information or what kinds of you know learning aids does it provide to any lesson or activity we're
doing in a classroom it's part of most learners lives especially I would say you know upper elementary
middle school high school for sure absolutely in college you know I do like a little poll and all
my college courses you know who's using AI and who's using it for what how we're using everyone's
using it in some capacity so you know I think cam brought that up when he said you know like like
there is no way to detect it and it's being used in a lot of ways um and I think like we've talked
about it before Tim when I was sort of jokingly a naysayer on this you know but you know just asking
some questions around like hey how is this just not a glorified google you know I was this different
than Alexa you know I asked a question and she answers it you know it is really not that different
although it's adapted quite a bit and it's integrated into so many of the technologies that are
part of our everyday life whether it's sort of like auto filling in or sort of predicting what we
want to say in an email or helping us to digest information or part of like a text app that we're
using um you know it is integrated in with the technologies that are part of our everyday life
so I think it starts with in terms of professional development for teachers and for educators it's
really getting to understand what the technology is what its capacities are in terms of its strengths
and limitations and how does it complement good learning in your content area or in what you're
teaching have you shown your future teachers magic school AI I haven't shown them magic school AI
no oh Johnny come on it's it takes it it's beyond chat GPT I want to challenge you though man
I keep pushing you on this um you keep saying I'm still not convinced it's more than a glorified
Alexa I think it is way different than a glorified Alexa I just see it as and I say maybe it's
my framing on this but I see search engines as fact gatherers I see them as going out and finding
a whole bunch of information I see artificial intelligence particularly if you get the versions
that are you know a little bit upper level the ability to enter into a very dialogical discussion
and you know no I do not believe I'm talking to it to an intelligent sentient being
but it's ability to engage back and forth in an iterative process a generative process you know
that's different than search engineing for information to me so I'll push back at that time because
is where I don't think it's a search engine but it's utilizing maybe an advanced form maybe adding
machine learning to that right it's it's gathering I know we say facts we should probably say it
loosely it's gathering data that's out there in the internet somewhere like I know I'm dating
myself not calling it the internet so I'm being a little bit funny but it's data that's out there
it's still human generated information whether it's factual or not is kind of part of the scary thing
I mean hopefully the process itself lends itself to sort of correcting as it goes in terms of
there are humans who are like wait that's not correct information or that's not consensus
on that matter um but it's it's only it's only as powerful as there is information and data
out there for it like we think it's recognition stuff right why is that John why is that different
than the me a brain I've already like I can't have a dialogical discussion unless I've learned
something you're just essentially telling me that this is just a you know that that it is fully
reliant on us giving it knowledge what I'm saying is the different it's ability to give us back
that knowledge that has been and I agree with you 100% programmed by us it didn't think of anything
on its own it didn't think but it's ability to give it back to us in novel and unique ways is very
different than search engineing that's sure it's an advanced form of it right it serves a different
purpose like the purpose of search engine but even some of the search engines start to implement
this sort of technology early on in terms it is beginning to think what you wanted right based on
other things other data collected on say what you've used on your internet or what you talked about
while it was recording you know that you're talking about hey I'm in the market for a new mattress
okay well your phone heard you say that and there is you know vocal gathering information
out there and it's it's putting that into data out there and so it's targeting you
when you go to search it's going to help streamline that process speed you up towards
oh Tim started to type mattresses he's been talking about being in the market to buy a new mattress
okay so let's just speed this up and and and assume what he wants right it's it's sort of a technology
that I know some people say is a little bit scary but it's incredibly useful especially if we
know its limitations like we know that that's happening but it's still only like you said it's
still only as intelligent as the information humans are feeding it right which there and there's
the big difference between when we talk about though the singularity event Johnny do you understand
what that means it got to put it out there I mean this is what we're doing singularity event
when generative AI not when generative AI becomes the board or becomes the terminator
and I think that's where some people get really like that that's not going to happen nothing to
worry about here the the singularity is though is when can generative intelligence artificial
intelligence have the ability to potentially be smarter than us truly smarter than us I think
technically right it's more it's not so much smarter than us it's when the singularity event
right is when technological advancement leads to you know uncontrollable technology right like
as it's completely out of control like it's completely you know beyond the capacity of our
human ability to be contributing to it or to think or act differently like it's sort of like box
this in I think it's a hypothetical future that's exciting to talk about but I think it's also like
again the math calculator like I'll pretty soon people aren't going to be able to do mathematics
you know I don't know I think it's more of like a scare a scare story than it is a
reality but maybe I'm wrong I don't know Johnny but when we get back we gotta ask this question
though too I love this from the article the skills we're teaching in schools are not aligned with
the skills needed to thrive in a digital world what a mess schools are in more after the break
oh
Have
I love those kids, of course, they're busting pencils everybody is Monday
Tuesday Wednesday Thursday Friday it is busting pencils busted pencils fully
Let it education talk the number 844 967 2789 844 967 2789 looking at an
article in K-12 dive the future is artificial intelligence and our students
ready taking a look here I don't know what the answer is but we got a lot of
work to do on this talking a little bit about the singularity if you have a
better description of the singularity we'd love to hear from you 844 967 2789
but Johnny you know to the end of this article here and we've been quoting the
Richard Kalata who is part of the he's the CEO of the International Society for
Technology and Education and he puts this this kind of quote out here it says
we can say what not to do all day long in other words we don't do don't use AI
don't use AI don't use AI but you can't practice not doing something and if
you want good skills you have to practice doing something the skills we're
teaching in schools are not aligned with the skills needed to thrive in the
digital world and that's a huge mess we have to fix in schools I think that's
pretty powerful stuff and I think that we can use that for a lot of things we
do not teach kids this I would even say the skills particularly this one
to me this is the indictment if we are teaching kids to to to quote find the
main idea and if we're then their inability to find the main idea we're
turning that into learning loss and saying that the world is falling apart
what what we're looking at here though is going so therefore you're not teaching
artificial you're not teaching reality things that are that are meant to be
schools are kind of a mess in that sense which you know little prompting of the
show tomorrow you know our friends from educators amplified Joanna and Halley are
going to come on there and kind of talk to us about some of the old things
that still to this day continue to haunt education but Johnny I mean are we here in this point that
you know from the artificial intelligence we got a lot of work to do and a lot of what we teach
in school is kind of irrelevant maybe how we teach it and what we're assessing it I think that
some of the irrelevant information or the ways we do it will be exposed I think pretty exposed
is kind of a nice way of saying like blatantly obvious so but I think the the the the core content
of meaningful things that we teach whether it's are in all of our different content areas
of the things that we are expert at teaching I think I think that's there I think the method
it's going to change and the application is changing as well and I think that's going to bring to
the serve this technology will bring to the surface some of the busy work that's really not that
important I guess I mean here we are one other thing too just with this um guard rails which is
you know what are the guard rows what are the things we need to be cautious about and again back
to the article um and they say quote we encourage teachers and administrators to use AI to solve
problems they are trying to solve but with the understanding that if you're putting something into AI
be careful what you load into it because guess what you could be exposing very
confidential information for example here they say an individual education plan the
tendency or the possibility of saying wow why don't I feed this IEP from Johnny in here and ask
artificial intelligence to come up with some great ideas that would that would work with this IEP
that actually I could hear somebody going that's a great idea what a great use of artificial
intelligence uh uh uh if you're using a Gemini chat clawed that is a fully open to the rest of the
world you have put confidential private data into an open source be careful and they're right there
how many people are thinking that way Johnny to be concerned about she's I didn't think that
feeding that information into it would put me at risk you know thinking about what is it about
my students and I I've heard teachers make a calm you know a point to say I've got this one student
who could really really I need to figure out and they start and I said okay look if you're going
to frame that as a prompt and I think it's a really cool idea to use artificial intelligence to
quote brainstorm learning ideas for the way certain students might approach things whether it's
on you said and camps at ADHD you got to be careful though to not talk about real
students with real data points because you are putting that out there to the world and guess what
you're not allowed to do that how many people have had those types of guardrails how many
teachers how many parents how many of us are out there even thinking whoa I didn't even realize
that that would be it um and I think from a school district standpoint john you remember when
artificial like Facebook and different things like that on the school networks they shut them
out they like filtered them out so that schools you know kids couldn't get access if you were on
the school district web you know the internet server think something like that all the questionable
sites because you know that if kids could get on to some sites that what they would be looking at all
day long there's a little bit of a consideration here that actually artificial intelligence as it
continues to grow you're going to see more school districts using it but using it in a very specific
way that is very controlled and that only is a closed access artificial intelligence as opposed
to an open access artificial intelligence and as they say here a walled garden is the kind of
metaphor that they're using for what artificial intelligence will look like to get away from it
putting up those guardrails that really protect students from you know personal data being exposed
even teachers administrators who might unknowingly not think about my goodness I didn't know I wasn't
supposed to share that information if you're doing it on a closed system there's protection there
so if you're using chat GPT 3.5 for uh Gemini Claude and you're a teacher and you're dig and deep
for some great stuff remember hypotheticals situations create scenarios create situations in your
classroom that you've seen tell it about that give it all kinds of information on rainy Tuesdays
when school lunch is going to be nothing but hamburger gravy and all of my kids come in having
eaten sourhead warheads what is the best reading activity I should be giving to students on Tuesday
mornings that are rainy when hamburger gravy is on the list Johnny Lupinati a lot going on here
artificial intelligence yeah it's exciting come back though tomorrow educators amplified are
going to be your teacher Joanna teacher Halley uh old stuff that just keeps coming back
busted pencils see you tomorrow