AI Literacy in Action

Right.

I love this conversation because I'm hearing from someone that has their boots on the ground and they're in the classroom doing it.

And I think the most important thing I heard you say was you asked the kids, what do you need? I love that.

I feel like sometimes we're not doing that.

Maybe adults are so afraid of what they need that in order to be successful with this, that they forget to ask the students.

But I think you're kind of getting to the root cause of why technology is getting a bad name in some areas and what is the root cause? Why do kids need to be on it? But you're asking them and what are they saying?

Well, that's the interesting part, the conversations.

So the whole thing had to begin with me listening to the teacher.

Like, I didn't decide any of this until we talked about that.

So that was neat.

But now listening to the students, we actually started out with really low risk entry spaces.

to say what's working, what's not, and then making sure to change it to what they said.

And then once they saw that, now you have that ownership.

I'm not just playing the game of school.

I'm not jumping through hoops.

You said you were going to listen to me, but you know what? Today's today and tomorrow's tomorrow.

And I have too much on my plate.

And that's where I think teachers end up.

I think that They 2000% want to do the right thing for their kids, but they also have the standardized testing.

They have the scope and sequence of this.

They have the district vision of this.

And it sounded great right before school started.

And now we just get on that roller coaster and we do the year of school.

So kids would say, I need it to be more concise because it was kind of wordy at first.

I'm like, all right, so we'll do some numbered lists and we'll do some other things.

Right.

I love this conversation because I'm hearing from someone that has their boots on the ground and they're in the classroom doing it.

And I think the most important thing I heard you say was you asked the kids, what do you need? I love that.

I feel like sometimes we're not doing that.

Maybe adults are so afraid of what they need that in order to be successful with this, that they forget to ask the students.

But I think you're kind of getting to the root cause of why technology is getting a bad name in some areas and what is the root cause? Why do kids need to be on it? But you're asking them and what are they saying?

Well, that's the interesting part, the conversations.

So the whole thing had to begin with me listening to the teacher.

Like, I didn't decide any of this until we talked about that.

So that was neat.

But now listening to the students, we actually started out with really low risk entry spaces.

to say what's working, what's not, and then making sure to change it to what they said.

And then once they saw that, now you have that ownership.

I'm not just playing the game of school.

I'm not jumping through hoops.

You said you were going to listen to me, but you know what? Today's today and tomorrow's tomorrow.

And I have too much on my plate.

And that's where I think teachers end up.

I think that They 2000% want to do the right thing for their kids, but they also have the standardized testing.

They have the scope and sequence of this.

They have the district vision of this.

And it sounded great right before school started.

And now we just get on that roller coaster and we do the year of school.

So kids would say, I need it to be more concise because it was kind of wordy at first.

I'm like, all right, so we'll do some numbered lists and we'll do some other things.