Join Matthaeus Huelse and Katie Ritter as they talk with Deb Norton about the intricacies of Artificial Intelligence in education in today's episode. Deb shares her insights on ethical considerations, such as plagiarism, and offers practical advice on how to integrate AI tools in a balanced and responsible manner. The episode delves into trusted AI resources, the concept of "human in the loop," and the emerging field of prompt engineering. Whether you're an educator, tech coach, or administrator, this episode provides valuable takeaways for navigating the complex world of AI in education.
Join Matthaeus Huelse and Katie Ritter as they talk with Deb Norton about the intricacies of Artificial Intelligence in education in today's episode. Deb shares her insights on ethical considerations, such as plagiarism, and offers practical advice on how to integrate AI tools in a balanced and responsible manner. The episode delves into trusted AI resources, the concept of "human in the loop," and the emerging field of prompt engineering. Whether you're an educator, tech coach, or administrator, this episode provides valuable takeaways for navigating the complex world of AI in education.
Matthaeus Huelse
Calling all instructional goals, tech witches, and classroom ghosts. My name is Matthaeus Huelse, and I'm here with Katie Ritter because coaching can sometimes feel like an isolated island from a horror movie. We are hitting the airwaves to build bridges of tips, tricks, and community support to make your coaching island a little less spooky.
Katie Ritter
So gather around our digital cauldron, tune in as we brew up knowledge, grow together, and summon voices from beyond your shores to bring eerie enlightenment to your coaching island.
Matthaeus Huelse
Yes, welcome back, everybody. Today, as we settle into the school year, the topic of AI—Artificial Intelligence—is buzzing in the education community. It's exciting to think about how AI can spruce up classroom learning, make it more interactive and personalized. But this also brings up a bunch of questions. How can instructional coaches be the backbone for educators who are curious to blend AI in their classrooms? Today, we're going to dig deep into the practical side of supporting educators in integrating AI into their teaching. We'll explore tangible strategies and share some insights that could ease the journey for both coaches and educators. Our guest today is Deb Norton. She's a former fifth-grade classroom teacher who now works at a high school where she is a technology integration specialist and tech coach. She has her master's degree in Educational Technology, is a Google Certified Trainer, and is the lead edtech consultant at Innovative Educator Consulting. She works in a one-to-one Chromebook environment in which she helps teachers and staff implement Google Apps for Education among various other technologies. Deb is an enthusiastic presenter who has presented at local conferences as well as nationally at ISTE. She's passionate about connecting with others via social media and blogging. Hi, Deb.
Katie Ritter
Welcome. Oh, hello, everyone.
Deb Norton
Wow, I suppose that's a nice introduction. And I appreciate it.
Katie Ritter
It took everything in me not to snort while I was laughing going through.
Matthaeus Huelse
I thought I saw you giggle from the corner of my eye. And I was just like, focus, get through.
Katie Ritter
So Deb, we're so glad to have you here. Matthaeus has just said really great things about you. Earlier this season, we did an episode—gosh, was it this season? I'm losing my mind. It was like January or February of this year. And we did kind of an introduction. It was shortly after ChatGPT had been released to the world. And it was Matthaeus that we had on, and he gave a little background. But talk to us a little bit about your experience with AI and kind of since the big release of ChatGPT last November to today. We're almost a year in, not even quite. How has your experience and your perception changed?
Deb Norton
Sure. Well, first of all, my experience with AI goes quite a ways back before people were talking about it like a big buzz, right? So in 2018, the International Society for Technology in Education reached out to me. And they asked if I could help write a course on AI. And I was a little bit out of my element. Because just like everybody else, it sounded like this futuristic, kind of spooky topic, right?
Katie Ritter
And I love that, no pun intended, today. Exactly.
Deb Norton
And I wasn't 100% sure what I was getting into. But I've always had an interest in emerging technology. So for me, it just felt like a really good fit. I, of course, had at least some knowledge of the basics. So I jumped right in. And I've been teaching this course now for ISTE ever since 2019. So it's been quite a few years. And our goal with the whole course was just to help educators feel really comfortable and confident in being able to teach others about AI. Not just teaching students, but teaching their colleagues or even just friends that they run into at the water fountain. So I dove in. In the beginning, our course did talk about chatbots like ChatGPT-ish kinds of chatbots. But it was more of the kinds of chatbots that pop up at the bottom of a website and could just kind of answer frequently asked questions and such. So when we first started, the idea of ChatGPT wasn't quite there yet. But we knew in the back of our minds that the people at ISTE knew something was coming; they had a pretty good inclination of it. So lo and behold, here we are today, the course has changed quite a bit over the last five years. In the beginning, we had just myself teaching the course. And we would go out and try to advertise to get people to take the course, you know, hoping we could get 10 or 20 people to take this.
Katie Ritter
Yeah, gosh, I bet you turn people away now.
Deb Norton
That's exactly what I was going to say. So our most recent course just started yesterday, and we had to hire three additional people besides myself, and we had to close enrollment. Something we don't want to necessarily do; we like to give the opportunity to anybody who's interested in learning. But the course, yes, it's just, there are so many people, we just had to cap the enrollment. But that's one part of the course, the public side of things. And then ISTE also has a wonderful collaboration with General Motors. And through that grant, we're able to fund this course for free to groups of educators, and that's how you and I met, through that side of things.
Matthaeus Huelse
Yeah, I'm a proud graduate of that program. And Deb was the instructor leading me through it. It was a fantastic experience. It was eight weeks in total. And it gave you a good overview of AI in general, but also the educational component. And a lot of technical components as well, that I thought were incredibly useful and make me understand how AI works more, because that's the kind of literacy aspect.
Katie Ritter
I remember, it's okay, this is helping me come full circle, because I remember when you were going through it, you were super jazzed about it, and kind of helping to introduce our team of coaches to it as well. Deb, if you could, and sorry if this is coming up later, but if you could share where, if somebody wanted to go get on a waitlist, or the next time you're launching this course, where would someone go to find this course?
Deb Norton
Well, I think the easiest way is to just Google "ISTE U AI course." So ISTE U, the 'U' standing for university, you know, kind of like taking that course because you can actually take this course for credit. So ISTE U offers many different courses, not just the AI course. So they have many different topics that are excellent, you know, very well put together. But that would be the easiest way to find it. And then from there, there's the registration link.
Katie Ritter
ISTE U is spelled with the letters I-S-T-E, and then the letter U. So it's "ISTE U AI." So launching in 2019, you touched on it a little bit, but I'm just curious about some of the changes you made. You said the course changed a lot from 2019 to 2023. Now we do have the ChatGPTs of the world and far beyond just that. What's maybe like the biggest way that the course has changed over the years?
Deb Norton
Sure, well, obviously, the biggest way is the addition of generative AIs like your chatbots. When we first started, generative AI wasn't even mentioned, and chatbots didn't even really have their own module. Today in the course, it's its own whole section, an entire section of the course. So that's probably been the biggest change, I would say. But I would say a lot of the course hasn't changed as well. Back in 2018, when we put it together, we were still talking about things like visual perception or natural language processing. A lot of the tools we use every day as educators are still in this course and are kind of like the nuts and bolts of the course. And like Matthaeus said, there's a lot of technical information in the course, but we made it really interactive and very visual. So if you have very little understanding of what natural language processing is, or what machine learning is, it's okay because we really break it down into these wonderful chunks of information in very interactive activities. So that's one of my favorite parts of the course, is just the fact that any educator coming in with even no knowledge would walk out feeling confident in understanding the basics of AI.
Katie Ritter
Yeah, and kudos to you for writing the course and nailing it on some of the things that haven't changed, right? It has to feel good that you're like, "I can predict the future."
Deb Norton
I can't take a lot of the credit, to be honest. Remember, I came in not knowing a whole lot. So there were many people on our team. I am one small, tiny part of a big team that put that course together. So kudos to the whole team.
Katie Ritter
Yeah, that's great.
Matthaeus Huelse
Yes, let's jump into the meat of what we want to talk about. Let's talk a little bit about how do we talk with coaches? How do we help coaches who are potentially dealing with teachers that are either completely excited or absolutely worried and terrified? Let's start with the concerns. Let's start with the worries first. What kind of worries have you seen from teachers? And what do you think is the biggest concern out there?
Deb Norton
Yeah, I would say the biggest concern would be cheating. It's like the elephant in the room that everybody's afraid to mention. The fact that we're worried about our kids cheating. There's this common statement that kids will always cheat. They've always cheated. And with AI, the cheating is a whole different kind of cheating. It's one that's very difficult to detect, right? And teachers are kind of out of their depth with this one. It's a little bit more than just looking over someone's shoulder and copying their answers. So that's probably the biggest concern. And I think that's why we're seeing so many teachers who are hesitant to bring AI into the classroom. And I think that's why we're seeing so many teachers who are hesitant to bring AI into the classroom. And I think that's why we're seeing so many teachers who are hesitant to bring AI into the classroom.
Deb Norton
For me, all I can say is this type of AI, this language chatbot, is very good at what it does. Whether it's ChatGPT, or Bard, or any other language chatbot, I think the latest version of ChatGPT scored like a 3.7 or 3.5 somewhere in there on Harvard essays. And then you have these detectors like GPT-3 Zero, or there's another one that some of us use called Originality AI. And those can detect the likelihood of writing that was possibly written by a chatbot. But nothing's 100%. We can't say for certain, "This was definitely written by AI." So it is a difficult thing to navigate, especially for anybody teaching language or English. And we understand that. I mean, you can't shy away from that discussion. We have to talk about it and work together to come up with good strategies for how to deal with the fact that this is a different way for students to cheat.
Katie Ritter
Quick question for you. Because for our listeners who haven't taken the course, I just want to clarify, when you say chatbot, you are speaking of using a generative AI like a ChatGPT, where you're actually engaging back and forth in a conversation with it, correct? Not like, I go to a website, and I get a pop-up chat window, and it asks me, "What do I need help with today?"
Deb Norton
Right, so there are different kinds of chatbots, and the one on the website is not as immersive or as strong as ChatGPT or Bard; those are language chatbots. And that's different than a chatbot that pops up on a website and can answer frequently asked questions.
Katie Ritter
For all intents and purposes, the way that you're saying chatbot, we're talking about using like a ChatGPT, a Bard, something like that. Okay, great. Thank you for clarifying.
Matthaeus Huelse
So we were talking about strategies and how to address that. What kind of advice would you give to a teacher that is just not ready to dip their toe into AI? What kind of advice do you give them right now to make their lives easier?
Deb Norton
I kind of go in with this approach of having some balance, some balance between using AI in a way that can help our students with learning and meeting a goal, and then pointing out to students the issues with AI and how some use of AI can actually be non-beneficial to a student. Perhaps it gives us information that's not credible. Perhaps the information we're getting is outdated. Perhaps the use of AI is insecure and has privacy issues. So you have to find this balance between the two, between showing students the power of this and what it can do for us, and then the downside of things.
Matthaeus Huelse
I think you're pointing at a very, very important point. One of the activities I usually do with PD about AI is I have teachers ask AI to write a 300-word essay about any topic within their subject, which for some of them is the first time they see it in action. And so they see that and they're like, "Wow, that is impressive. That is a good answer." And then, at the end, I ask, "Well, was that cheating?" And obviously, every single teacher in the crowd says yes, that is cheating. But then I will take something I wrote myself, by hand, human production, I still do that sometimes. I copy that into ChatGPT and I ask it to give me feedback. Tell me if I made a logical mistake or an error in any of the things I've been saying about the water cycle. And then I ask the group again, "Is that cheating?" And it's just fascinating to watch how this conversation all of a sudden gets much more nuanced.
Deb Norton
Agreed.
Katie Ritter
Um, I have a follow-up question. I'm curious about the various participants who have gone through the course and, from your perspective, the different roles in education that come to this AI course. So maybe not the classroom teacher, but perhaps coaches have a different concern or perspective, or if admin come to it with a different concern or perspective. Would you say plagiarism is the number one concern, no matter what your role is in education, or do you see that varying depending on the role you have within education?
Deb Norton
Actually, I don't see it making a big difference as to which role. I think the number one concern that comes up with people is plagiarism, but not everyone is on the same spectrum regarding how they view it as an issue. Many of them deal with it in a very positive way, in a manner that's more proactive than reactive, is what I'm trying to say.
Katie Ritter
So it's a matter of locking it down versus how do we use it responsibly?
Deb Norton
Exactly. I have people come into the course who are coaches, administrators, teachers, superintendents, and some will say their main goal is to write policy on AI for their district. And then I have others that come in and say their biggest goal is to help the educators they're working with manage how to use AI in their classroom. So it's all over the board.
Katie Ritter
Yeah, that's interesting. My perspective on admin is much more regional than I think yours is, having people go through the ISTE course. But what I'm seeing from an admin perspective is a focus on policy. What do we allow? What do we not allow? What is safe? What is not safe? What's the policy that we put in place?
Matthaeus Huelse
And it's a complicated issue because, at some points, we have to ask ourselves what we are accepting as AI products. If I'm just turning in a report that I was going to submit to my boss, does it matter that it's AI-generated? If I'm publishing something on the internet, does it matter there? There's a lot of nuance in these questions. What are your thoughts about a district that would just decide to completely block it? How do you approach that?
Deb Norton
I don't think it's a very good idea to completely block any type of AI because our students are going to be able to use these tools, whether we block them at school or not; they will have access to them in other ways. And I also feel that it's almost like with my own children at home, I would rather they use something that is difficult to navigate, like AI, under the supervision of a teacher or a parent or someone who can guide them and support them. So rather than blocking it and letting them fend for themselves in other ways, why not keep it open but teach our students how to use it appropriately? And what are the dangers of it? So I don't like the idea of blocking AI 100%. I do, however, want to find that balance where there are some sites that are not age-appropriate for students or that truly shouldn't be used in an educational setting. We just have to always keep that in mind and make sure we're protecting our students.
Matthaeus Huelse
Now that you mentioned, there are tools that are appropriate and some that are inappropriate. Let's talk about the teacher who's excited to jump headfirst into the AI world. Where would you point them in terms of building their skills? What do you think is a good starting point for anybody?
Deb Norton
Well, I'm a little biased because of the AI course that I teach. So it's always that.
Katie Ritter
Nothing wrong with a little shameless plug here.
Deb Norton
Let's promote that. But no, honestly, what I really think is most important for tech coaches, or anybody who's wanting to go out and learn more about AI, is that you trust the people you've been following for a while. Trust those companies or organizations that you have been in contact with for more than just a month or two. Go back to your ISTE, go to your Common Sense Media; they're a great resource for AI. Even Edutopia is one of my go-to sources if I really want something professional. Stick with those resources that you know are trustworthy. Be cautious of that person on TikTok who's all of a sudden saying, "I have an AI tool for you once every day. Here's my new one today. Here's another one today." Not that you have to stop following them or anything like that, but just keep caution and make sure you understand what it is they're sharing and how you would use it in an educational setting. I think it comes back to that old kind of, you know, follow your pedagogical thinking. Use technology for a purpose. Use it to benefit others, but not just using it to use it.
Matthaeus Huelse
Yeah, absolutely. I also tell teachers, "I wouldn't show a movie in my class without watching it first. Why would I put an AI tool that I haven't stress-tested myself out there?" I mean, that seems like a big risk.
Katie Ritter
We're going to take a quick break from our sponsors. And when we come back, Deb is going to, we're going to dig in, and I'm going to ask her about some real-world applications for teachers.
--Commercial Break--
Katie Ritter
Welcome back to the Restart Recharge Podcast. I'm Katie Ritter with co-host Matthaeus Huelse, and with us is guest Deb Norton talking all things AI in education here with us today. So, Deb, right before we went on our break, we were talking about some great places for coaches, teachers, really any educator to get started learning. And I would love to see, from your experience, what are maybe some real-world applications that you, whether you've seen teachers using it or not, really wish teachers knew about? So that they could roll their sleeves up and start to, you know, get their hands dirty, so to speak?
Deb Norton
Well, there is one site that I will promote, that I've really been enjoying. And that is, maybe you've heard of Magic School AI?
Matthaeus Huelse
Yeah, I've been suggesting that one too.
Deb Norton
Yes. And I feel like I've vetted this one pretty well because they take a very cautious approach to AI. They fully say on their website, "AI can do about 80% of the work for you. But you have to give it that other 20%." So you have to make sure you know that if you're using our tools on our website, make sure that you consider the products, the outcome, and put your own personal touch into that and change it so that it's more beneficial to you and your needs, or your students' needs. But Magic School AI has some really helpful tools that could help any educator to do their job more efficiently. And you know, we always hear educators saying, "I don't have enough time, I don't have enough time." Well, this is a site where tools could actually save you time. One of the tools I'll just promote, I was using actually yesterday, it's like a restorative justice type of tool. Oh, cool. Where you can, it's really cool, you can put in some type of incident or behavior that a student is struggling with or having a challenge with. And then the tool will give you back a number of questions that you can go back to that student to help them to do like a restorative type of thinking to think, "Okay, how could I do things differently next time? What could I change? This doesn't happen again." And many times, like, as an educator, especially a tech coach, I don't always have the know-how in the area of dealing with, you know, specific behaviors. So that tool would be super helpful to someone like me, who needs that extra, you know, AI assistance. But there are many, many tools in Magic School AI, and I do like to promote that tool. I think they're doing a very good job. Yeah, they put it together.
Matthaeus Huelse
And the point you were making earlier, it is designed to save you time and can make a lot of your life easier. The 20% that you still have to bring in, I think the buzzword here is "human in the loop" in the AI community. We're still here; we're taking control over the process.
Deb Norton
I'd be happy to mention one other area that's been kind of a spark for me that I've really enjoyed exploring. And that is something of a kind of a buzzword that you made me think of, Matthaeus. And that is prompt engineering. I love the focus of prompt engineering. And the whole idea here being that you can learn how to be a very effective prompt engineer or creator of prompts for an AI language chatbot like GPT. And so it's like this critical thinking aspect that you can use to get better and better at how you prompt a chatbot to give you the best results. Right? And so I've really been enjoying exploring that kind of hot topic.
Katie Ritter
Yeah, Deb, I'm glad you mentioned that, because I've been sharing with some of the groups we've been working with that prompt engineering is already being listed as a skill that employers want to see people have. So again, this is just, you know, back to the whole, you're in good company of not wanting to just block AI. Because our kids, whether or not we want to deal with it or not in our classrooms, our kids are going to be entering a workforce in a world where they need to understand it. And for them to be as marketable as possible, they're going to need to be able to craft an effective prompt, to be able to utilize the skills that are just going to be pushed out of the job market because AI can do them much faster and more efficiently than a human can. But there are so many things that we can't take the human out of. So how do we prepare our students to be able to take advantage of this technology and have these new skills that they need to have to be on time? I'm glad you brought up that whole idea of prompt engineering.
Deb Norton
I can share just a quick example of how I did prompt engineering with a youth apprentice who comes in one hour a day and works with me. We used a site called Mid-Journey AI. Mid-Journey is an art generator, and I had talked about how this site has just exploded in the digital world. For any business, everybody's jumping on board with Mid-Journey to help create imagery for their products and marketing. And so in Mid-Journey, there actually is a tab where you can go and learn about prompt engineering, which I took my youth apprentice to, and I said, "Look at this information. Let's see what we can do with this." And then we took just an image that we found online of a cat in the fall, and we did our very best in Mid-Journey to write a very effective prompt that could give us the most similar type of image to that cat. We were not successful at first. With our first rendition of what we thought was a great prompt, it came back, and we were like, "What is this? We're not even close to the example we have." And we just kept adjusting the prompt and adjusting the prompt and reading in the Help area that they have in Mid-Journey, what we could do to make it even better and better. We never got it exact, but we got closer and closer. And I just think the critical thinking that went into that for my youth apprentice, like that's what we want to promote, for students to walk away with at the end of an exercise with AI.
Katie Ritter
Yeah, that's a great exercise.
Matthaeus Huelse
What was the number one thing that either surprised you or was most useful in terms of prompt engineering from what you read?
Deb Norton
We were surprised by adding in an actual decade, like a year, "Give us a cat from the 1970s," because everything was coming back so modern-looking and so crisp. The image we had found of the cat was just not... It didn't look like it had been that well-designed; it was just more natural, more like somebody just literally took a photo of a cat. And we just couldn't quite get that exact thing. So we went back decades, and then choosing which way the cat faced. At first, every single cat was facing straight at us. And we were like, "This other cat is facing off to the side and looks sad." So we had to add all these different kinds of prompts in to just make it switch, but it was doing really fun.
Katie Ritter
I also think this is so relevant for our English and Language Arts teachers, right? In our writing lessons, we need to be updating units to include prompt engineering in our English classes now because it goes hand in hand with similar skills. It's just a new way of thinking about how to use them with this descriptive writing a little bit.
Deb Norton
And we've been talking a lot about language chatbots. But there are other types of bots out there or experiences, tools, I should say, maybe not bots. But there are other tools out there that can work in the same way with math and science. So even teaching our students how to solve a problem using a little bit of AI involves some type of prompt engineering. If I took a math problem and put it into ChatGPT, it would most likely come back with either an incorrect answer or an answer that gave me more like an estimate of what it might be because it's scouring the internet for this math problem that's really not out there anywhere. So ChatGPT, being a language chatbot, struggles with that, which is another great lesson to show our students. ChatGPT is not the end; it cannot give you the answer to every question you have. And sometimes it gives us the wrong answer to questions we have. But I think showing students that is another good lesson on critical thinking.
Katie Ritter
Yeah, was that you that told me that the other day, Matthaeus? Someone was telling me about a real legal case that they read about in the news, where the lawyer had used ChatGPT to craft either their opening or their closing statement. And every case they cited that ChatGPT had cited, that they read aloud to a courtroom and a jury full of peers, was actually false. Was that you?
Matthaeus Huelse
Yeah, I think so. That was a couple of months ago when that came out. He did not check. And I think that's one of those rules, right? If you use AI, check that the thing you received is actually useful.
Katie Ritter
And you're laughing, so I feel like you've heard of it too, Deb?
Deb Norton
I did hear of that article, and it kind of went viral because it was such a gamble. Like, in a courtroom, where it's just not going to be allowed, right? So I thought it's interesting, but I have to share too. I was at my dentist not too long ago, and he knows I teach AI online, and we have these conversations sometimes. And he said to me, he uses ChatGPT to put together post-op information for someone who has just had a procedure done. What should they be doing at home to follow up from that procedure? So I guess, post-op instructions. And he said it saves him hours. He's like, "Time that is so valuable to me." But then he said, "But I am very careful to make sure I read every word of what ChatGPT says because he could be sued if he gave the wrong information."
Katie Ritter
Wow. Great practical application for your knowledge and expertise and how it's still needed. But how these tools can still make you so much more productive, right? Coming from someone who's literally wearing a scarf because I have a giant scar on my neck from being only six weeks post-op from a neck surgery. Do I want my doctor spending time writing up my instructions? Or do I actually want him spending the time with me face-to-face, talking with me, checking to make sure things look okay, spending the time in the operating room and things like that?
Matthaeus Huelse
Exactly, so last question, Deb. What are your three top takeaways for our coaches talking about AI? What do you think they need to know right now?
Deb Norton
Well, number one, I think I've mentioned this a few times already today. And that is, as a tech coach, you know, we're leading this; we're kind of the owners of what our educators are exposed to many times. So I think the most important thing is to find a balance—a balance between encouraging people to not be afraid to explore AI and actually use it, and then to have caution with AI and be cautious of what you're putting out there and what you're suggesting. So it's all about knowing really well what tools you are exposing teachers and students to. I don't know; I have a big problem sometimes with the fact that tech coaches, we kind of own the content of our people. And so I hold that dear to my heart; we have to be careful of what we share, we have to be careful of what we suggest. So just find that balance of being on board to use it and being cautious of how we might turn people away or turn people off if we don't share the right things.
Katie Ritter
A healthy skepticism, it sounds like you're saying.
Deb Norton
That's a really good way to put it. Thanks for putting words to my thoughts.
Katie Ritter
No, you said it; I'm just the observer here.
Deb Norton
And I think number two kind of comes back to that idea of plagiarism and cheating and all the worries we have with AI. My biggest tip would be to promote digital citizenship without putting fear into our teachers or students. So really focusing on the idea that we have to be good digital citizens; we know what's right and wrong. It's no different when we use AI. AI is something that can be used appropriately, and we just want to make sure we are doing that in a way that doesn't put fear into our kids or teachers.
Katie Ritter
Yeah, I mean, to that point, you know, when we were handwriting, like, who's to say I couldn't have just handwritten and copied it down, right? That has happened in the past, and you have conversations about that. You don't just block pencil and paper because kids copied with it.
Matthaeus Huelse
We have to create the context for the tool the same way we do it with calculators, Wikipedia, and any other website.
Deb Norton
Exactly, and that brings me to my number three, which is probably the one I talk about the most. And that is that we have to remember, AI is just a tool. It's a tool like all the other tools that you have in your toolbox. It's no different than video editing; it's a very strong tool, but it's still a tool. So just understanding that AI should be used just like any other tool when you're a tech coach, and you're putting together a lesson or you're putting together PD for your staff. Remember that AI is a tool that can be used, and it should be used to help students with learning; it should be used to help with efficiency and productivity. You know, just keep that coaching hat on like you would with any other tool and use it in the same way.
Matthaeus Huelse
That's a great tip.
Katie Ritter
Thank you so much. I have thoroughly enjoyed getting to finally put a face to the name that Matthaeus has told me so much about.
Deb Norton
Ah, it was so nice chatting with both of you. I'm glad you're not chatbots; I'm glad you're the real thing.
Katie Ritter
We are. We're the real deal. Although I do put pressure on Matthaeus to "AI me up" with new videos that we're putting out there.
Matthaeus Huelse
You're looking great. Everything's good.
Katie Ritter
At least the neck brace is gone at this point.
Deb Norton
I don't know; it sounds a bit like a mummy costume in the works with a neck brace. But we'll see. We'll see what your costume actually ends up being.
Matthaeus Huelse
I like that you brought the mummy back in, and we're back to Halloween. Thank you so much. Alright, so thank you so much, everybody, for joining us today. If you want to know more about our guests, join us on our website. Look at the links that we have offered there. Check out anything you need, like ISTE links, as well as anything that is related to Deb as well.
Katie Ritter
Be sure to subscribe to Restart Recharge wherever you listen to podcasts or visit restartrechargepodcast.com. And follow us on all social media at R R Coach Cast.
Matthaeus Huelse
Feel free to reach out and let us know what topics you want us to discuss. So press the restart button, recharge your coaching batteries, and leave feeling equipped and inspired to coach fearlessly with the Restart Recharge Podcast.
Katie Ritter
A Tech Coach Collective.