#430 – Amplifying Your Impact With Everyday AI, with Tyler Moberg

In this episode, we’re joined by Tyler Moberg, an AI learning and training specialist and the founder of Amplified Impact. Drawing on his rich experience as a classroom teacher, instructional coach, and professional learning designer, Tyler shares how educators can embrace AI as a powerful tool to streamline planning, boost creativity, and achieve meaningful results without losing the human touch. Tyler includes both mindset shifts and practical strategies in his guidance on how to invite AI to the table—not as a replacement but as a collaborator. This conversation will help you rethink what’s possible when educators use everyday AI to amplify their impact.

AI isn’t just about working faster; it’s about producing better outcomes, unlocking creativity, and achieving meaningful results—all while keeping humans at the center.​​

Tyler Moberg, from his website, Amplified Impact

Resources

The following resources are available from AVID and on AVID Open Access to explore related topics in more depth:

• AI in the K–12 Classroom (article collection)
• The AI Infused Classroom, with Holly Clark (podcast episode)
• Elevating Educational Design With AI, with Dr. Catlin Tucker (podcast episode)
• Top 10 Ways Educators Can Use AI Tools, with Aaron Maurer (podcast episode)
• TeachAI, with Dr. Kristen DiCerbo (podcast episode)
• The A.I. Roadmap: Human Learning in the Age of Smart Machines, with Dr. John Spencer (podcast episode)
• Academic Integrity in the Age of AI (podcast episode)

Amplified Engagement, Amplified Results

Unlocking the full potential of AI in the classroom begins with a mindset shift. Tyler Moberg urges educators to stop thinking of AI as “one more thing” and instead treat it as a partner that can help them better complete their existing work. Whether it’s unpacking standards, crafting assessments, or designing differentiated instruction, AI becomes more effective when it’s integrated into everyday workflows rather than tacked on. “Invite AI to the table,” Tyler encourages. “It’s not just about saving time—it’s about improving outcomes.”

Central to Tyler’s approach is the CRAFTING framework, a practical model that blends smart prompting with essential mindsets. He also reminds us of the importance of human judgment: “We’re the funnel,” he explains, filtering and refining AI output into meaningful learning experiences. When teachers learn to collaborate with AI, rather than fear or ignore it, they open doors to amplified engagement for themselves and their students. The following are a few highlights from our conversation.

• About Our Guest: Tyler Moberg is an AI learning and training specialist and the founder of Amplified Impact. His background includes experience as a middle school science teacher and an instructional coach and leader.
• Improving Teacher Training: Throughout his professional career, Tyler has been striving to improve professional learning. He says, “I’ve learned that a lot of what is out there is . . . [the] reading of PowerPoints and sit-and-get.” His mission is to transform existing professional learning into PL that is neuroscience-based, research-based, and learner-centered. He reminds us, “Whoever’s working hardest is learning the most.”
• Creating a Company: During the past few years, Tyler has been diving into AI. He shares that he “fell in love with it and developed a passion.” This led him to starting his own company called Amplified Impact, where he helps people “amplify their impact using everyday AI.”
• Everyday Use: “What can I use it for?” is the big question that everyone has been pondering when it comes to AI. Tyler has found people routinely saying, “I hear it can do all these really cool things, but what does that actually look like in my day-to-day work?” Tyler strives to help teachers discover answers to that question.
• Leveling Up: Tyler says that AI is “not just to help you become more efficient,” although it can do that. He says that it’s important to “see it as a tool that can help you do those things better, to a higher level.”
• A Starting Point: Tyler suggests asking, “What’s on your to-do list today? And whatever that is, that’s the thing you should invite AI to the table on.”
• Use It Daily: It’s important to get familiar with how AI works, what it can do well, and what it can’t. Tyler says, “Don’t think of it as another thing. Invite it to your day [and] your work you’re already doing. That’s how you’re going to learn the limits, and that’s how you’re going to learn what it’s currently good at.”
• Professional Learning Community (PLC) Questions: Tyler suggests inviting AI to the PLC process, as he feels that it can help with the four core PLC questions: “What do we want our learners to know and be able to do? How will we know if they learned it? What if they do? And what if they don’t?” He continues, “If we invite AI to those four PLC questions alone, and we think of it like another PLC teammate, really, I think that has a ton of power.”
• Voice Prompting: According to Tyler, the voice input option is one feature that often gets overlooked. It allows for a back-and-forth, natural conversation with the AI chatbot and can open up accessibility for some who don’t have success writing and typing in prompts. He says, “We press that button, and we just go, ‘Here’s the context, here’s what’s going on, here’s what I’m trying to do, here are my goals.’ . . . It’ll help me get higher-quality output.”
• Learning by Prompting: “That process of writing—either typing your prompt or saying it—that is part of the learning process,” says Tyler. “We’re using it as teachers, and if kids are using it, they’re having to put thoughts to words. That is, they’re carrying the cognitive load they’re trying to shape and form. For me, it has led to deeper learning and understanding.”
• The Human in the Loop: Tyler acknowledges, “It’s way too easy with AI to generate a ton of white noise, a ton of text, a ton of code, images, sound, video.” Because of this, humans need to be a gatekeeper of what is good and what is not. Tyler says, “As the human in the loop, I have tastes. I have judgment, and I know what ‘good’ looks like. And I know what I’m trying to use it for.” He describes it as monitoring the narrow end of a funnel. The AI pours lots in, and the human in the loop needs to be the quality-control expert, deciding what is allowed to come out the narrow end of that funnel. He says, “We’re a human funnel, where our job is to input, filter, refine, and extract and work with some of those gems—some of those best elements—and then do something with it.”
• New Possibilities: Tyler says that AI is “unlocking opportunities that have never really been possible before. Two years ago, they weren’t possible, right? I can make a music video that teaches a concept, or I can code an interactive learning game, just by saying, ‘Here’s my standards, and here’s my goals. Make an interactive learning game.’”
• Mindsets: AI has introduced new paradigms and, in turn, new critical mindsets. Tyler has four that he sees as being key: “The first mindset is crafting communication. Mindset number two is interact collaboratively with AI as a capable and fallible colleague or thought partner.” The third mindset is to “narrow creatively with human expertise. . . . And then the last mindset is ground critically and responsibly the inputs and outputs.”
• Ask the AI to Guide the Prompt: Tyler suggests, “Throw into the end of your prompt, ‘Interview me one question at a time to learn more, so you can give me the best possible answer.’” He adds, “I’ve been shocked and pleasantly surprised by some of the things that it’s asked me, and as a result because it has all that context, now the output is more aligned to what I want.”
• CRAFTING Framework: Tyler’s approach is grounded in the CRAFTING framework, which combines prompting concepts with the necessary mindsets. The acronym stands for: Context, Request, Audience, Format, Tone, Interact, Narrow, and Ground. During his training sessions, Tyler digs deeply into each element.
• Prompting: Tyler feels like the label “prompt engineering” gives the wrong impression and implies that using AI well is an overly technical process. He says, in reality, it’s less complicated and boils down to “elements of good communication.”
• Amplified Impact: Tyler explains how he landed on the name of his company, Amplified Impact, saying, “I want to help people use AI to amplify their ability to make an impact.” Sometimes, this means a quick introduction session, and other times, a longer deep dive.
• The Need to Share: Sharing experiences is a key aspect to growing with AI. Tyler stresses just how important it can be to “deprivatize” our teaching practice. We need to share what we’ve tried—what works and what doesn’t—so we can grow. He says, “If we can have better structures to share more, I think that’s going to really spur growth in our teams.”
• Celebrate the Wins: Tyler stresses the importance of sharing successes, saying “Celebrate the win and recognize that. And you get a little dopamine hit from that, I think, that’ll reinforce some of that behavior change.”
• Treat It Like Play: It’s important to find time to simply play with AI. Have fun trying out new approaches to see what works and what isn’t quite there yet.
• Get the App: In addition to using desktop versions of generative AI tools, Tyler suggests getting the phone app as well. “There are some cool extra buttons in some of the apps that show up,” he says. It also makes access very convenient.
• One Thing: For his one thing, Tyler quotes his mentor, Tim Anderson, who would regularly say, “It’s okay to be where you are. It’s not okay to stay there. There’s always room to grow.” Tyler adds his own advice to that, saying, “If you’re not leveraging AI in your everyday work, you’re missing an opportunity to be more effective and efficient as an educator, and maybe even have more work-life balance.”