So, regularly in a staff meeting, people sharing, "This is how I'm using it," because that could be the magic, more educators playing with it and sharing what they found out, what works, what doesn't work, looking at an assignment or an assessment or an everyday mundane task that they've found a new way to engage with AI and how it is working for them.

So, I've worked in lots of schools where we've done, like, little pilot programs, and we've done professional learning in a sort of a round robin where one group demonstrates something and then the next and then the next, and those things always work really well.

It's really contingent on the school being flexible in what the staff are, I guess, permitted to use.

So I have seen lots of schools came down on AI like a ton of bricks because there are safety and privacy concerns.

Unfortunately, I think some schools maybe went a bit too far.

So we see schools, for example, and they go, "Right, no, the staff aren't allowed to use anything other than Microsoft Copilot." But then the enterprise license of Copilot they've got is really limited because it's the cheapest, freest one, basically, and Microsoft wants you to pay for the more [chuckles] advanced features.

So then you get these little pockets of staff who are, on their own time, on their own personal accounts, still using Claude and ChatGPT and stuff.

[laughs] And so with all your experience from going to school to school, organization to organization, what do you think the future of AI in education looks like?

Oh, yeah

... produced a big report on cognitive offload and, uh, sort of the lay of the land really with, with the emerging research.And, um, they talk in that paper about the potential for beneficial cognitive offload, um, because sometimes we don't want to do certain things.

And it, we, it does, uh, free up room for, for, you know, bigger and brighter things.

I think about my own use of AI is obviously quite broad and diverse.

Um, but probably my number one use of the technology is recording articles verbally, um, and then, uh, using Whisper transcription models to transcribe them, but then also running them through something like Claude to do the, you know, putting the subheadings and paragraph them and, um, pop them into nice tidy HTML that I can just copy-paste into my blog.

Um, because I could sit there and write directly into the blog, but I find, um, you know, my attention wanders if I've got multiple tabs open and things.

I can concentrate more on writing an article if I'm out on the farm where I live, walking around-

And so can you share a couple of examples of, of what those classroom activities might be that, that would help students develop this kind of resistance?