#390 – The AI Infused Classroom, with Holly Clark

If you are listening to the podcast with your instructional team or would like to explore this topic more deeply, here are guiding questions to prompt your reflection:

• What is your experience with using AI tools?
• How can AI be used as a classroom thought partner?
• How can we mitigate students using AI to cheat?
• What is the ACE process described by Holly?
• Why is it important that educators personally use large language models?
• Why is it important that we not only learn about AI ourselves but also teach our students about it?

• Holly Clark (official website)
• The Infused Classroom Book Series (Holly Clark)
• SchoolAI (official website)
• Brisk Teaching (official website)
• LBUSD Introduces AI Trust You (Laguna Beach Unified School District)

#390 The AI Infused Classroom, with Holly Clark

AVID Open Access
38 min

Transcript

The following transcript was automatically generated from the podcast audio by generative artificial intelligence.  Because of the automated nature of the process, this transcript may include unintended transcription and mechanical errors.

Holly Clark 0:00 I want teachers to experience all the things that AI can do right now, because it will be our co-intelligence. Period. End of story. And so we can’t be like, “Oh, I’m just not AI literate.” We can’t do that to ourselves and to our learners.

Paul Beckermann 0:18 The topic of today’s podcast is “The AI Infused Classroom” with Holly Clark. Unpacking Education is brought to you by AVID. If you’re looking for fresh ideas, meaningful connections, and impactful strategies, check out the AVID Summer Institute, a professional learning experience where good teachers can become great teachers. Registration is open now to learn more; visit avid.org.

Rena Clark 0:42 Welcome to Unpacking Education, the podcast where we explore current issues and best practices in education. I’m Rena Clark.

Paul Beckermann 0:53 I’m Paul Beckerman.

Winston Benjamin 0:54 I’m Winston Benjamin. We are educators.

Paul Beckermann 0:58 And we’re here to share insights and actionable strategies.

Transition Music with Rena’s Children 1:03 Education is our passport to the future.

Paul Beckermann 1:07 Our quote for today is from Holly Clark in her book The AI Infused Classroom. She writes: “With the right mindset, the right questions, and the right strategies, you can use AI to create and broaden meaningful learning experiences for every student”. All right. Well, let’s kick it off with that. Rena, why don’t you share some thoughts?

Rena Clark 1:29 So what I love about this quote is how Holly puts the focus back on us as the educator. So it’s not about having all the answers with AI. It’s really about approaching it with the right mindset, and back to asking the right questions, just talking about inquiry earlier today, but how are we prompting? How are we asking the questions? How do we go about that? And then, if we do that well, we can actually use AI to open doors, especially doors that might have felt closed before, maybe I didn’t have the knowledge or support to do that.

So using it for differentiation, creativity, access, and keeping students at the center of it all. So always the human-centered approach with AI and making it as personable as possible. So I always say human starts with the human, then you use AI, and always ends with the human in mind.

Paul Beckermann 2:19 It’s AI and HI, right, human intelligence? Yeah, that’s what they—that’s kind of the slogan in my district, here locally. Winston, what about you?

Winston Benjamin 2:29 I’m taking it from the level of, I got so many things to do, and maybe this thing can help me. So I’m just thinking about getting to know every student. There’s so many interests. I was just thinking about it the other day that I got a student who loves One Piece. And if you know anything about this anime, it is 1,000 episodes and counting. It is on 2,000 volumes of the manga. So I’m not trying to catch up, right?

But having the access of AI to get access to it short and short, give me a quick review of this, so that I can be able to think about how to connect to the student. I think it really allows for the maximization of time. And, as you said, bring back the humanity in the AI, because it just gives me a chance to really think about it, and try to make every student’s experience meaningful in my classroom, because I’ve connected something that they enjoy with what I’m doing. And by having AI, it makes it a little bit easier. So that’s how I’m taking that quote.

Paul Beckermann 3:36 I love it, and I’m disappointed, Winston, that you’re not going to catch up on those 2,000 books.

Winston Benjamin 3:42 I’m on Episode 1,000, so don’t get.

Paul Beckermann 3:48 Okay, I got you.

Rena Clark 3:50 I the live action One Piece. I the live action. I’m curious what they’d have to say about, nah.

Winston Benjamin 3:55 They were anti live action. Cartoon Luffy.

Rena Clark 4:00 Okay. We’re going down another path. I’m sorry.

Paul Beckermann 4:05 I want to bring in our guest for today. Our guest is Holly Clark. We just heard a quote from her book, and I’m going to read you a little blurb of her bio here. Holly’s a passionate educator and digital learning pioneer who has made significant contributions to the field of education technology. With over 25 years of experience, Holly is an international speaker, bestselling author, and dedicated advocate of digital learning. She’s one of the first teachers in the nation to have a one-to-one classroom, and she now shares her knowledge and insights to help other people, other teachers, tap into the blended learning genius that they have.

Paul Beckermann 4:40 Welcome, Holly.

Holly Clark 4:41 Thank you. I’m super excited to be here. Excited by the first responses.

Paul Beckermann 4:46 Awesome. Well, I should give you an opportunity. Anything you want to say about your own quote?

Holly Clark 4:51 My own quote. I love hearing my own quotes, by the way. But this is what I’m passionate about with AI. Because what I saw early on—so I got this one-to-one classroom in 1999, so back in the 1900s—and I noticed that my students, who they were able to bring the things that interest them into the classroom, because now they had this way that they could go find information on this.

And one thing in particular stood out to me early when I got this one-to-one classroom, is the kids—we were learning about the American Revolution. And a couple of the kids were like, “Well, I wonder what the British say about the American Revolution”. And they went and they found what the British said about it, and we kind of unpacked it for narrative and bias on each side and how that was different. And I saw the critical thinking that was happening there, the way they got to ask the questions, and I wasn’t just teaching them the American Revolution from this one kind of stance. And from that, I’ve been really interested since 1999 and how I look at kids’ interests and curiosities and unpack those and uplift those in the classroom, and AI has allowed what I’ve always dreamed of to happen.

Rena Clark 6:09 Well, I think it’s a perfect segue into the opening question here. Going from that 1999 one-on-one classroom, I’m so curious about that. That’s not what we’re here to talk about, but digging into AI. So if you could just start out by sharing a big picture overview of your book, The AI Infused Classroom, and just give us a very general sense of what it’s about, why it’s important, and what really inspired you to write it.

Holly Clark 6:38 So I think the big picture is that we have this tool that can help us with deeper learning and more thoughtful learning. And we’ve always wanted that. We’ve always wanted to do differentiation, but it was time-consuming. If I was going to go get some stuff about anime for my kids, I had to go to the library, I had to look it up, I had to do all this stuff. And now I can put that kind of in the hands of the kid as well as me, and I can do it in five minutes.

So all those things that have stopped us from differentiating, from putting students at the center of their learning, AI kind of has removed those barriers. So the book kind of is trying to focus on inspiring teachers and new ways of thinking, and not just thinking of AI as, “Well, I can make a rubric for a lesson, or I can make more test questions for test prep”. I want us to think more broadly about that. I want us to think, “How can AI stop us from needing to ask test questions because we’re learning in such different ways”? Give me a second, I’m still trying to decipher, because I love the idea of the work being itself, the work that pushes learning, right? Not the outcome of this artificial test to prove.

With that thinking, we’re going to talk about students in a few minutes, but I want to continue to dig into that aspect of what you just talked about. A lot of teachers hear the word AI, “Oh, what do I got to do with it? It’s so big, it’s so broad, I’m afraid of it”. What are some ways teachers can effectively use generative AI in their work as a way to help dispel that mystery of what it is and how it’s going to take my job? Not the whole thing, but in general.

So I’m going to try and kind of push thinking on this a little bit, because when AI, when AI first came out, you had to be a prompt engineer. You couldn’t get the things that you wanted from it. So many school districts went and bought teachers kind of all call it a shortcut tool, so that you could make a rubric, you could get DOK questions, you could get a lesson plan. And I think early on, that was the ways in which it could save teachers time and help us with some of these things that we’re talking about.

But now AI doesn’t really require prompt engineering anymore. It will ask you follow-up questions, and I fear that when teachers are using these shortcut tools, they won’t understand the ways in which large language models like ChatGPT or Gemini or whatever you choose to use are evolving. This last week as an example, ChatGPT came out with an image generation tool that is mind-blowing. And if you’re sitting over in a shortcut tool asking for lesson plans, you’re not going to be using a large language model, and you’re not going to see how it’s evolving, how it’s getting reasoning, how it’s asking you follow-up questions, instead of you being a prompt engineer. And so I want people to think of AI can help them do all that differentiation. Can help them do all those things and make it quicker, but that teachers really need to be in these large language models and not using shortcut tools, because they’ll never understand the way it’s growing, adapting, and doing all these things, and then they’ll never understand what their students are going to need as skills.

Paul Beckermann 10:09 So let’s talk about students a little bit, because ultimately, we’re here to serve them, right? And they’re going to be leaving us and going out into a world that I don’t even know if I can totally imagine how that’s going to be impacted by AI at this point. So how can teachers teach students to use AI appropriately, or integrate that into the student experience?

Holly Clark 10:33 By using it themselves and then seeing the ways in which students would be able to use it. I think we have two different age levels. Also, you’re not going to go into a first-grade classroom and be like, “Let’s fire up ChatGPT and see what it can do”. You can’t do that. 11th, 12th grade, those kids need to be learning those large language models and how to interact with them. But until then, they really need just to learn how to collaborate with AI. And there are safe tools that do that.

So when I’m working with school districts, I’m looking at the student-facing AI and how we can get kids into those safe environments. I’m doing two things. I’m trying to get districts to look at getting teachers AI literate by having them in those large language models, and getting students AI literate by having them understand how they can use AI as a thought partner, not as a work-getting-out-of situation. I’m a kid who grew up with dyslexia, and I didn’t know it. No one had identified me, so I struggled alone and silently in my classrooms, and everything I do now looks at the neurodivergent learners and how we can help get them unstuck. And AI can do that in magical, not magical, in very great ways.

Paul Beckermann 11:52 So can you talk about that a little bit more? How can AI make a difference for students in that situation?

Holly Clark 11:58 So we know the power of instant feedback, right? And we know that when a kid gets instant feedback right in the process of working, that will stop them from getting defeated, it’ll stop them from feeling like they can’t get to the next thing. So as an example, I was working with a second-grade classroom recently, and they were writing a narrative, and we set up a thought partner—really a chatbot, but that sounds bad for first grade—a thought partner. And that thought partner came in to help this student come up with their main character. And the thought partner came in and said, “So what or who is your main character”? And the second grader said, “Bunny”. And then that little thought partner said, “Well, what color is your bunny”? And she put in pink. And they said, “Okay, you have a pink bunny. How does your bunny feel”? “My bunny is happy”. “Okay, you have a pink bunny who’s happy. Why is that bunny happy”? And gave all these little prompts to help that kid keep going, and some kids didn’t need it, nor want it, and some kids loved having it there.

And this little girl, when I was leaving the classroom, she grabbed the side of my pants and she said, “Ms. Clark, thank you for bringing this. I really didn’t understand what was going on or how to create this character, and this helped me so much”. And it’s things like that that I see that are kind of everything I’ve ever wanted as a teacher, that one kid to get help so they feel successful, is what I wanted as a kid, and I never got.

Rena Clark 13:40 Well, we have more in common than our last name now, because a little bit of my story as well, when I wasn’t reading and no one knew I as a third grader, and just kind of had to figure it out on my own. So I think about those things too. But you alluded to the fact that AI as a thought partner, but and I’m working more in the high school world these days, and teachers are mostly concerned about the generative AI doing the thinking for students, especially my ELA teachers, in the writing, and how it impacts that writing process. So how do we support the educators and the students? So we’re using it beneficially. What do we say to these teachers that are so worried about the cheating?

Holly Clark 14:30 Yeah, so the ELA teacher, which I was, by the way, so that we can put that out there. So I see where people are like, “Well, kids need to learn to write”. And the kid who I described in second grade is still learning to write. She’s just getting someone to help kind of think about her unpacking of this character. So back in my schooling, I needed to talk through my stuff because I was dyslexic, and so I would talk to the kid next to me. And, you know, I grew up in a different era, and so my teacher didn’t me talking during a writing assignment, and she called me motor mouth and put me in a desk in the corner so that I wouldn’t talk, but not realizing that that’s how I process information.

And so for the ELA teachers, they just need to see that writing can look a bit differently, and how to unpack that. And usually I start with a couple exercises where the kid gets at this thought partner, an instant feedback. Kids cheat because they’re stuck. Kids cheat because they’re not interested. We can take both of those out of the situation, and they’re not going to be cheating. If they’re writing about anime, if they’re writing about this, they’re going to want to write about it. But if you make them write about the four-day school week that three kids care about, of course, they’re going to go to AI. And I did that stuff early on in my teaching career. I gave kids the prompt and wondered why they didn’t care about writing it.

Winston Benjamin 16:14 I really appreciate the push on learning in the teacher’s perspective of how to utilize the tool, because you’re right. If I wanted to write about hip hop, I will dig into any book forever and come up with something. So I don’t think it’s the—it’s the action, not the tool. But here’s something that I would to ask you about, is, and teachers feel more supportive and understand this idea of blended learning. So could you talk to how blended learning strategies can support an AI-infused classroom, thinking about how do we integrate student usage and how teachers can construct classes, and if you have any strategies that are maybe your favorite blended learning strategies, or strategies to infuse AI in the classroom?

Holly Clark 17:06 So my blended learning strategies are more around: we should be using technology not to put worksheets into Google Slides. We should be using technology to make student thinking visible, so that I know when they know something, and I know when they don’t, and I can adjust my instruction in real-time to meet their needs.

But in an AI-infused classroom, I’m thinking more about the learning outcome. Every student approaches things at a different entry point. Some kids need to talk about it, some kids need mentor text. Some kids need whatever. And so I look at the learning outcome first, and I look how I can create those thought partners that’ll help each student get there, especially my English as a second language learners. What we can do with AI for those students is mind-blowing, and for kids who just needed help unpacking my ideas to write them down. So I’m looking at learning outcomes. I’m looking at entry points with AI, and I’m looking at how I can have a safe thought partner for students along the way to get them unstuck.

This is the next step in blended learning, if we’re honest. But what teachers could have done better with blended learning is not think of it as a way to make something digital, right? Because worksheet digital or regular worksheet?

Paul Beckermann 18:35 You kind of alluded to this earlier when you’re talking about the student getting quizzed by the chatbot about the character in the story that was going to be written. There’s an inquiry piece of that, right? I’m wondering, in the bigger picture of AI integration, what roles do inquiry and questioning play in that whole big process?

Holly Clark 18:56 So research tells us that curiosity is as big of an impact as intelligence itself. So when you are able to provide a kid with a way to kind of tap into those curiosities through a thought partner, you just uplift the learning experience in itself. So I am a big inquiry person, and we ask questions at the beginning. Now what we’ve asked the questions, where do we go? Now, sometimes kids will go off and do different things, but I could give them the support of a thought partner to help them continue those questions or see where to go next. And sometimes I have to keep my kids all together when I do that, meaning, like, keep them asking all the same questions, instead of letting them go in their own avenues. And AI supports that magic. I hate to use the term magic in terms of AI, but because I’m not into certain shortcut things. So I want to see how we can build bigger.

Paul Beckermann 20:12 When you say magical, I think transformational. It can be, right? If we, if we use it right. I’m thinking of something else that’s kind of being transformed a little bit, and it’s kind of a follow-up question on my inquiry one. As an English teacher and a library media specialist, I taught the research process, and research was huge, and we went to databases, and we did web searches and things like that. And it’s kind of evolving a little bit now with AI, where people are going to AI to do their research, and there’s some good and bad in that. I’m just wondering, in your mind, what do educators need to think about as this behavior kind of shifts so that we’re good users, and responsible users of AI in that process?

Holly Clark 20:58 So I think we need to still teach kids how to research. We need to teach them how to validate information. And that’s still going to happen, but now maybe the research portion is a little shorter, so that there can be more emphasis on the critical thinking of the compare and contrast going into the research through your agency, because you can now.

I think understanding which tools do that better. If I can, I just want to say one thing that I think we didn’t do well in the computer revolution, when we were getting Chromebooks and stuff. I think we continued in an old path of Works Cited, and Works Cited is good, and we need that, but Works Cited kind of fell short in just because you cited, it doesn’t mean that it’s valid, and we need to make sure that we don’t make the same mistakes. And if you’re going to put it in your Works Cited, what steps did you go through to validate this information, and that’s going to be super important now.

Rena Clark 22:06 Which leads right again into my question and talking about, and I kind of believe also, we didn’t do digital citizenship or media literacy great. We’re still not. We’re still developing those skills, and then thinking about with AI, what new literacies now are needed in this age of AI, just as you were alluding to?

Holly Clark 22:29 Yeah, I think what we have to do is respect teachers. They’re busy. They don’t have time to learn AI literacy, so we need to break it into something that is quite easy to do. And foremost is, as I said earlier, is not giving the shortcut, the easy button, the teacher-pay-teacher version of AI. We have to have them using large language models, or at least comparing and contrasting.

If you are going to use a shortcut tool, and you ask for DOK questions for The Outsiders, I want you to also ask ChatGPT for DOK questions for The Outsiders, and compare and contrast those. That will get you an AI literacy. You’re going to find every single time that ChatGPT is going to give you a better answer. And so that’s number one.

But I’m actually writing another book right now with my partner in podcasting, Matt Miller, and we have kind of an ACE framework. So the A is awareness. You need to have awareness for different AI tools, different ways in which maybe Claude will answer something different than ChatGPT, then Gemini. You need to know that like what Perplexity does. So you need the awareness. You need to be critiquing these models. So do students. They need these. I’m going to go to C for critical. You need to critique what’s happening with these AI models and large language models, and then you need to always explore. So E is explore, and you need to always be exploring. And if you just think about that,

And one of the things, and I’ve mentioned this already in this podcast, is that we came in at teachers, “You’re going to have to be a prompt engineer, and here are the things you’re going to have to do,” and it’s not easy. And teachers’ eyes glazed over. “I am not learning another tool right now, we just got done with the pandemic”. And now that we don’t have to prompt engineer, we don’t have to do all these things, I think we need to get teachers using, having the awareness for what these tools do.

Winston Benjamin 24:42 You just set me up. It’s like baseball. You just did a softball pitch. You lined me up for my next swing. Because it’s the next portion of our conversation. It’s the toolkit.

Transition Music with Rena’s Children 24:57 Check it out. Check it out. Check it out. Check it out. What’s in the toolkit? What’s in the toolkit? Check it out.

Winston Benjamin 25:04 So Rena, what tools would you to throw into the toolkit right now?

Rena Clark 25:09 I got two for us today. A fastball, maybe a curveball. We’re in a—I’m very into baseball.

Winston Benjamin 25:16 Season’s on right now. Season’s on. I know.

Rena Clark 25:18 I love it. So Holly talked about it earlier, but I custom chatbots, especially depending on what grade or topic and appropriateness. And you can upload. I personally really like School AI custom the different chatbots that you can make in there. There are so many different options, and they have a few of the prompted ones. But I personally love making my own and uploading all my own resources and then sharing those.

I mean, honestly, for the baseball team I coach, I think I said this, where I made a chatbot for situational plays that then I gave my players to use. To, like, it says, “What position are you playing?” And then give them situations and ask them what they would do. This is an example.

But the other thing I throw in there is just with working with so many teachers who are at varying levels and understanding and different buildings, is this clear, AI guidelines with visuals. So there’s—we’re trying to make it across the buildings so that students know what’s the expectation? What’s going on? And so it’s a bit of a stoplight model that we’re using, but it’s we have our recommended and we have a visual and an icon to go with it. Green, “Yay!”. This is district-promote using a district-promote tools. Use generative AI. We want you to use it. It can be personalizing learning. So it’s like, “Yay, it’s recommended”. And then we have a yellow, where it’s permitted, emergent, so how it could be used. And then we have the red, where it’s restricted. But there’s also the idea of explaining why we are showing that one as well.

Winston Benjamin 26:57 I that. Paul.

Paul Beckermann 26:59 Rena is blowing my mind with the baseball example. I just see these kids going through, “Oh, it’s like a video game, man”. I can just ask another question. This is so fun.

Rena Clark 27:08 Curiosity. I use them all the time. I’m using—I just did a training last week where I was introducing elementary teachers to computer science, and before, I’ll have them write on a sticky note. And I was like, “You know what? Let’s do a chatbot instead,” and kind of prompted it. And it was so fun, just to give what they were excited about. I got way more information using the chatbot with them than, as an entry task, to have them just kind of write on a sticky note for sure.

Paul Beckermann 27:33 Yeah, my wife was just helping facilitate some teacher training as well, and she created a chatbot to help unpack the standards, so prompt the teacher for the different questions and queries to get to the core of the standards. And this, you know, it’s a great scaffold tool.

I’m going to probably just mirror what Holly said earlier, was kind of on my mind too, is use AI yourself. Don’t be afraid of it. You got to get in there. It really demystifies things to get in there and use it. I did an AI training with a staff in Minnesota here, and you can talk to them all you want about it, but until they get in there and get their hands on it, they don’t—it’s really hard to really understand what that experience is. And by using it, you figure out what works, what doesn’t work, where the strengths are, and it’s getting so much more intuitive all the time. So that’s what I would say, get in there and use it.

Winston Benjamin 28:30 I appreciate the getting in there and using it, but also getting in there and using it for what purpose? I think, having the end goal in mind, as you’ve been talking about. I think checking out our AVID episodes that we talk about integrating AI into the classroom. How did you do that? What are some of the strategies? I think, utilizing those episodes as well as going out and doing something. I think those would be two good tools to work well together. Holly, what would you to add to the toolkit?

Holly Clark 29:00 So I want to just reiterate, I think School AI is head and shoulders above everyone else in terms of student-facing AI. I can’t even professionally put my brand and my reputation behind any other tool right now. A little bit in Brisk, maybe, because I the way that it gives teachers insight into whether or not kids have written that paper.

But tomorrow, I’m having a video call with Laguna Beach, and so I hope I don’t say any of this wrong, but they have created this AI Trust Tool that is a Chrome extension. And I’m assuming this is for high school. But this Chrome extension, once you’ve written your paper, you go and you hit this Chrome extension, and you say, “I used AI. Here’s what I did. Here’s what it helped”. And this little box goes at the bottom of the paper, that’s called “AI Trust,” and it says, “I used it 40% of the time. It helped me with this,” you know, whatever. And we were talking about expectations earlier, and it will say which expectations the kid met.

Now I use, instead of the stoplight method, I use five expectations. So it could be an expectation: you’re using AI for ideas, maybe you’re using it for feedback, maybe you’re using it for elements like an image. And one of those five things could be checked off. They’re not doing it the way I do it, but I’m really interested, and can’t wait to have this conversation with them, that every teacher is using ChatGPT. They’ve gotten that for their teachers, and they have this AI Trust Tool. And this sounds right up my alley. And from what I can tell, Laguna Beach might be doing one of the better jobs in the nation.

Paul Beckermann 30:47 All right, shout out to Laguna Beach.

Rena Clark 30:48 All right. I’m excited to learn more about that. That brings us to our last segment.

Transition Music 31:04 It’s time for that one thing. Time for that one thing.

Paul Beckermann 31:06 It’s that one thing.

Rena Clark 31:08 I have many things I’m taking away, but what is the one thing that we’re still maybe thinking about, the one thing we might be taking away, or we want to leave our listeners with?

Paul Beckermann 31:19 I think mine is a two part. I think they’re both related to each other. Holly mentioned curiosity is important as intelligence. That really stuck with me, that just that curiosity piece is so vital to us learning. It kind of branches over to another thing that she said, which was teachers being a little bit fearful or hesitant to get into a chatbot because prompt engineering sounded overwhelming, or, “I need to know all these things before I can start”. Well, you really don’t. You just need curiosity. And if you’re curious and get in there and try it, and it doesn’t hurt to learn some things about prompting. I mean, there still are a few things that are helpful, but I’m sure the curiosity piece can drive you a lot of places. That’s what I’m taking.

Winston Benjamin 32:11 I really love the idea of where are we going, right? What’s the purpose of the work we’re doing with students? We can add AI, we can add paperwork, we can do whatever we want to do, but having the outcome, the end results, at the front of our mind, because we could always build the bridge there, right? We know what kind of bridge we need. Is it going to be a spat, or is it going to be a hard body? What kind of bridge do we need? And that’s how we can figure out getting there. So I think starting with the outcomes, we can really figure out how to do the work to support students as we’re doing the work.

Rena Clark 32:47 I love that. And I feel like I’m just going to continue to add on to what Paul said. I was just thinking deeply. I love what Holly pointed out, but teachers need to be in those large language models so they know how it’s changing so quickly. How is it adapting? How is it changing? What are students going to need to know? I know all my friends that are kind of in different industries are like they have to be aware of what’s happening, not just using a shortcut, and there’s time and place. But now I’m thinking of some of these—we won’t mention names—but shortcut models that are more the teacher-pay-teachers of the AI world. So, thinking about that.

Holly Clark 33:28 And I will say my one thing is like, not just that the teachers need to be in this large language model and seeing what it’s doing. Well, I guess this is part of seeing what it’s doing, but it keeps a memory now. And whether or not that makes you comfortable, I can go into ChatGPT and say, “Based on what you know about me as an educator, make some sessions for me, for ISTE or whatever, or the AVID Summer Institute,” and it will know exactly what you’re passionate about. And I just had it do it for me for a bunch of sessions, and they came back curiosity and AI, and they came back inquiry, because they know the things that I love.

And so instead of going into a room in those shortcut tools where I feel you’re going into a closet, you’re putting in, “Make a lesson plan for whatever,” and it makes it, and then you shut the door and you come out because you’re getting a one off, and it has no memory of what you would think is engaging. But ChatGPT knows all these things about me now and creates based on what I value. And so these one-off tools can’t do that, and I want teachers to experience all the things that AI can do right now, because it will be our co-intelligence. Period. End of story. There are people who say we won’t recognize the world in 10 years. I hope it’s not quite like that. But Bill Gates has recently said he’s not even sure about our jobs in 10 years.

I want the human connection to be there. I think that’s what’s beautiful about teaching is our relationships and that human part. But if we don’t understand that a student who graduates—a first grader today who graduates—AI will be a billion times smarter than it is now, and it won’t be on our phones and computers. It’s going to be everywhere. And so we can’t be like, “Oh, I’m just not AI literate”. “Oh, that’s I’m just, I’ve been using the teacher-pay-teacher version”. We can’t do that to ourselves and to our learners.

Paul Beckermann 35:33 That seems like a good place to sign off today. Other than Holly, you said you’re writing a book, a new book, and you’ve got some other books out there. You want to just tell our listeners real quickly about the books that you have available and where they might be able to get those?

Holly Clark 35:48 So all the books are available on Amazon. Thank you for asking. And just under Holly Clark, most of them have had the branding of like Chromebook Infused Classroom, AI Infused Classroom, things that. But this next one will be around the ACE framework, really looking at what those AI literacies are for teachers to have and for students to have.

Paul Beckermann 36:09 Fantastic. Do you have a release date on that?

Holly Clark 36:13 Probably the end of June, because there’s a big conference for EdTech people called ISTE. And want to have it out for ISTE.

Paul Beckermann 36:22 All right. Well, I encourage our listeners to be on the lookout for that. And once again, Holly, thank you so much for being with us today. We really appreciate it.

Holly Clark 36:30 Thank you for having me.

Rena Clark 36:33 Thanks for listening to Unpacking Education.

Winston Benjamin 36:35 We invite you to visit us at AVID Open Access.org where you can discover resources to support student agency and academic tenacity to create a classroom for future-ready learners.

Paul Beckermann 36:48 We’ll be back here next Wednesday for a fresh episode of Unpacking Education.

Rena Clark 36:53 And remember, go forth and be awesome.

Winston Benjamin 36:57 Thank you for all you do.

Paul Beckermann 36:59 You make a difference.