A.I. Literacy with Jeffrey Riley

In this episode of the EDU Coach Collective, hosts Celine Thomas and Katie Ritter sit down with Jeffrey Riley, a former Massachusetts Commissioner of Education, now leading a nonprofit initiative at MIT. The conversation shifts from simple AI tools to the broader necessity of AI literacy for students, teachers, and instructional leaders.

Transcript

A.I. Literacy with Jeffrey Riley 

[00:00:00] Calling all instructional leaders, curriculum innovators, and dedicated classroom coaches, or whatever they call you. I'm Celine. And I'm Katie. As coaches, we know the path to school-wide growth can feel isolating with big responsibilities resting squarely on your shoulders. That's why we built this space. 

We're opening the conversation to. Collaborate and bring a unified voice to the world of instructional coaching. Elevate your practice with strategies that work, and finally feel like you have a whole collective cheering you on. So let's dive into this conversation. I.  

Celine Thomas: Hello everyone. Welcome back to the EDU Coach Collective. We're so excited to have you back and we're gonna get our episode kicked off. We often talk about the power of coaching conversation, but this year a lot of the conversations are dominated by one topic. Artificial intelligence Uhhuh, right? In recent episodes, we've broke down some powerful AI tools you can use to streamline your prep. 

But today we're gonna be [00:01:00] taking the essential conversation one step further. We're moving beyond the tools and focusing on the 

crucial role. You, the instructional coach and how you play a part in building AI literacy in your entire school community. So our guest today is uniquely positioned to guide us through this. 

He's at the forefront of bringing responsible hands-on AI education to classrooms, and we're so excited to welcome Jeffrey Riley. So claps,  

Katie Ritter: welcome. Welcome. We need a sound machine.  

Celine Thomas: Yeah. Sound. And I know I'm like. 

Jeffrey Riley: Thanks so much for having me. I really appreciate it. 

Katie Ritter: Yeah, definitely. We're really glad to have you here. this will be a fun episode. I think personally, selfishly, like for our team here at Forward Edge to listen to, we do a lot of, work as well supporting educators with AI literacy and training Partner with Google on Gemini nationwide. So, so selfishly this will be fun, but yes. 

coaches everywhere we know are grappling with trying to master AI themselves So that they [00:02:00] can best help their teachers, in whatever domain they coach. also start to implement ai. So before we kick it off and get into the nitty gritty, would you mind to just give, for any of our listeners that maybe aren't familiar with you and your work, would you mind to just give us a little bit of background of, you know, what kind of, what's your history? 

What, what's your day to day and what is it that led you here, on this journey and this passion of supporting educators with AI literacy? 

Jeffrey Riley: Sure. So, you know, I've been in education for 32 years. I thought I was retiring. I started as a teacher a long, long time ago. I was an adjustment counselor. Assistant principal, principal, deputy superintendent, superintendent, and then my last six plus years as Commissioner of education in Massachusetts. 

So, I was getting ready to retire when MIT called me and they said, Hey, do you wanna help us launch a nonprofit out of MIT on artificial intelligence and education? 

And I said, can I say what I want? And they were like, what do you mean? I think they were a little [00:03:00] concerned. 

And I said, well, 15 years ago we didn't regulate social media. And now it appears we have a lot of kids with mental health challenges rising, anxiety, depression, suicidal ideation, You know, ai, while I actually believe it's gonna be, revolutionary for education and change, everything also has some downsides. 

Katie Ritter: Mm-hmm. 

Jeffrey Riley: wanna make sure that we're gonna focus on keeping kids safe, as they're using this tool. 

Katie Ritter: Wow. That is awesome. So I like that you said you thought you were going to retire, so 

Jeffrey Riley: close. 

Katie Ritter: life had, life had other plans for you, my friend. So thank you, for all of your years of service to education.  

Jeffrey Riley: that was wonderful. 

Celine Thomas: Yeah. I love that. So just kind of staying on topic, when you're thinking about some of our coaches, they're in different types of districts. 

I know I've been in different type of districts that are kind of working with ai. some districts are a little bit more restrictive. Like what advice would you give to coaches that are trying to build that AI literacy, and more so like a restrictive district or [00:04:00] a district that's not too fond of taking on ai. 

Jeffrey Riley: Yeah, I think, there's a lot of hesitancy out there amongst the teaching ranks about this new tool, and that's even beyond the high school English teachers who are very upset about possible plagiarism and things like that, which is valid. But, um, you know, I. What I try to say is I try to ground it in where we've been, where we are, and where we could go  

I try to show them how we can make teachers' lives easier. And allow you to get back to a focus on like the thing you got into education for building exciting, engaging lessons. And it can take just so many administrative tasks off your plate, in a way that no other technology has been able to do. And look, I mean, we know that kids, we refer to them as digital natives. 

They were born into this technology and we're digital immigrants. We came to it later in life. for me, my kids like to tease me, you know, tell us again when there was no internet. Right. And the phone was attached to the wall and, there was no microwave. How did you eat? And the reality is, that's all true. 

That was the first 20 years of my [00:05:00] life. the internet for me was called the Encyclopedia Britannica. And that was in our living room. and yet we figured out how to use the internet. We figured out how to use cell phones. we also will figure out how to use ai and I've got a slide I show when I speak publicly, and it's basically three tidal waves. 

And in the first wave, the person's trying to hold back the tide. In the second wave, the person's buried their head in the sand. And in the third wave, the person is surf surfing the wave. And what I say to people is, you don't even have to go surfing, but let's dip your toe in the water and just start the process. And then we show them how some of these tools could make their lives easier. And I think teachers really start responding to it then. 

Katie Ritter: Yeah. I think in our experience, Jeffrey, we've seen that, it's hard to get them to move that needle until they actually get hands on themselves and do it. Has that been your experience as well? 

Jeffrey Riley: Yeah, I mean, you know, we do three things at day of ai. We basically train administrators and teachers throughout the [00:06:00] country and throughout the world. We help people think about, policy and then we actually build AI literacy curriculum. in 2029, the PISA International Assessment, it's gonna have a discreet AI literacy test. it would be helpful if. Since we are the country that made ai, if we actually scored very high on that, my fear is that we may be behind on our kids' literacy. we don't think AI's gonna replace people, but we think people with AI skills are gonna replace people without AI skills. 

Katie Ritter: Mm-hmm. 

Jeffrey Riley: so this is just so crucial for kids to have, they need to be literate in ai. They need to know what it is, what it's not but also the possibilities. And that's what we do. 

Katie Ritter: Wow, that is really interesting. I did not know that about the PISA assessment, I would have to say, I would agree with you because most of, the districts we talked to are kind of where Celine was just describing and asking, or they are gung-ho. It's kind of like you're either one end or the other. 

And like, yes, we know we need to move forward. we're bringing teachers training. I have. Personally seen very few that [00:07:00] are jumping in to open it, for students. I think you hit a nerve, which goes into my next question around scalability of training. we also see and get so many districts and they just want a single in-service day of pd, 

Jeffrey Riley: Yep. 

Katie Ritter: we have these AI. Cohorts of training and they're spaced throughout the year into two hour chunks of learning. You go back, you come back together for networking, then you repeat the cycle throughout the school year. and we get so many and you know, there's a lot of limitations. 

I don't wanna dismiss those with subs and get pulling teachers out of the classroom. I understand those are all Realities that educate leaders are grappling with. they try to condense them all into one or two in-service days and it's just so hard to scale a new literacy, with such little training and not this ongoing sustainable. 

Support and training. So, from your experience, what, what's kind of [00:08:00] your, your biggest advice? Again, the majority of our audience is really instructional coaches of all types. so, so thinking about that audience that's listening, what would be your advice to them to help move beyond just like single pilot group or single in-service day to really scale AI literacy? 

Celine Thomas: Mm-hmm. 

Jeffrey Riley: Yeah, so we offer free virtual trainings as part of our day of ai USA, tour that we're on. and we think that's a good way for people to start. But, for people that really need to go beyond that, and I think it's everybody eventually, we recommend kind of, a more intensive experience. We work with school districts usually, between five and six times a year and go deeper. 

And so what that requires, if you are A coach is, you've gotta get the ear of your principal and say, Hey, this is important. It impacts every subject. and you know, when we teach this, we show people like, here's our free. AI curriculum, K to 12 that we built that you can [00:09:00] use, but you can also just change your current instruction. 

You don't have to throw out the baby with the bath water. you've got a great lesson, let us help work with you to infuse AI into that, to make it even 

Celine Thomas: Mm-hmm. 

Jeffrey Riley: And so once teachers see that they don't have to throw everything away and they can actually make their lessons more engaging, I think it becomes, much more relevant for them. 

Katie Ritter: That's amazing. Yeah. And is that curriculum, would you say that the AI that is embedded in that curriculum, is it more for the teacher to utilize AI in terms of like productivity, lesson development, differentiation, material building, or is it more about introducing AI to the actual students or a blend? 

Jeffrey Riley: So I think it's a blend 

Katie Ritter: Okay. 

Jeffrey Riley: we do. you know, we are trying to get kids to be AI literate. We think this is an incredibly powerful tool. I've said however, that, I don't, I have two children. I didn't just throw them the car keys when they were 16. We put them 

Katie Ritter: Mm-hmm. 

Jeffrey Riley: driver's education and me white knuckling in the front seat of the [00:10:00] car, 

Both of my kids got their license and AI is even more powerful than a car, I would argue. 

Celine Thomas: Mm. 

Jeffrey Riley: our kids need to have this background and have the AI literacy. At the same time though, teachers need to learn this new technology. They need to figure out how to embed it into their. 

Pedagogy and their instructional practice and when they see what it can do for them. I mean, it's pretty powerful.  

Celine Thomas: Yeah. 

Jeffrey Riley: make lives easier for teachers in a way that I think they're shocked by, we have. Administratively burdened our teachers was so much over the years. 

Celine Thomas: Yeah. 

Jeffrey Riley: to be able to take a lot of that minutiae off their plate so that they could get back to what they came into this profession for building exciting, engaging lessons like that's what it's all about for me. 

Katie Ritter: where can our listeners find this curriculum? 

Jeffrey Riley: Yeah, if you go to day of ai.org, all you have to do is type in your, email address. we won't spam you or send your data out to anyone, but it gets you behind the curtain and you can, access all the free curriculum that we have. 

Celine Thomas: That's  

Katie Ritter: [00:11:00] awesome.  

Celine Thomas: That's awesome. I love that. So thinking about how we can kind of jump to the next phase of just pushing literacy out, what are some crucial skills or areas of knowledge that you think instructional coaches should actively developed in this course of time? just to remain effective leaders in ai. 

Jeffrey Riley: Yeah, I mean, I think, um. First and foremost, like the most important skill you have to have is be open to new ideas and learning. 

Katie Ritter: I like that.  

Celine Thomas: You have to. 

Jeffrey Riley: have to have a CS background. Right. But the reality is, you know, the interesting thing about day of AI is we're this unique fusion, a small but mighty team of, young MIT technologists, and experience read. Old people like myself who have been in the classroom, all their lives, and I think we can provide and, and educators can find the technology, but it's your expertise. You know how to apply it in schools, you know how to help teachers [00:12:00] get better. And just being open to that, you'll be, become a conduit to teachers. 

And then the other thing I would say is, find an ability for people to share best practice. There's nothing more powerful than a teacher sharing something they did in their classroom and other teachers get to steal it, 

Celine Thomas: Yeah.  

Katie Ritter: Mm-hmm. 

Jeffrey Riley: this all, we're literally workshopping with teachers when we go out and train and now we're holding up great examples of lessons, that people have done to share within their communities. 

And I think, that's, going to be incredibly helpful as we, collectively get together. to make school more fun. I ask people in large groups, how many of you have children? many people in the audience have kids. And I say, we're gonna role play for a minute. You are the parent. Your kid comes home from school. You say, how was school? what do you think? 

Katie Ritter: Fine. 

Jeffrey Riley: Fine  

Celine Thomas: It's great. 

Jeffrey Riley: acceptable.  

Celine Thomas: Yeah. 

Jeffrey Riley: what did you learn today? 

Celine Thomas: Nothing, 

Jeffrey Riley: Nothing. Now, some of that is teenage angst, right? A lot of that 

Celine Thomas: yeah. 

Jeffrey Riley: [00:13:00] But the truth is we've hamstrung our teachers with so much administrative minutiae. We kind of went overboard on, standards and testing all things I believe in, but we lost the fact that kids learned through play and the joy of learning. 

Celine Thomas: Yep.  

Jeffrey Riley: What I hope this technology will do, if we can do it right is free up teachers to bring back that joy into their classrooms in a way and trust their ingenuity, their creativity, and their genius to build exciting new lessons. 

Celine Thomas: I like the idea  

Katie Ritter: No, go for  

Celine Thomas: I'm interested to know, like especially with your experience in jumping in ai, like what was your first piece of AI you used that you were like, oh my gosh, like I love this. Like, what was your playground moment with that? 

Jeffrey Riley: Yeah, I mean, I think for me, I put chat GPT on my phone and it basically immediately replaced Google. And for me, like I fight with my chat GPT at least once a day, right? because I know. sometimes it's giving me bad information, right?  

Katie Ritter: Yeah. 

Jeffrey Riley: it reminds me, I've gotta be very [00:14:00] prescriptive in my prompting. 

Katie Ritter: Mm-hmm. 

Jeffrey Riley: But even then, you guys know AI can, it has bias, it can hallucinate, and these are things that we need to teach kids so they don't just arbitrarily believe. Everything, that they, get from an AI bot of some 

Celine Thomas: Yeah.  

Jeffrey Riley: so teaching kids to be healthy skeptics of this technology is gonna be crucial. 

The other thing that's gonna be crucial is kids have to have a knowledge base in order to know what to ask. a chat bot, they have to have a knowledge base in order to challenge the information they're getting back. And then they need to know how to demand from ai, whether you're using Gemini, a grog chat gt cite your sources. Trust but verify. 

Katie Ritter: Mm-hmm.  

Jeffrey Riley: right now, there's just a lot of bad information out there and, you've seen things like, Hey, how do I keep my, cheese from sliding off my pizza? And, this is a funny example and the answer came back, add an eighth of a cup of glue. 

Celine Thomas: Oh my [00:15:00] gosh. 

Jeffrey Riley: Well, that's not a great answer. and it's believed that, the AI basically scanned the universe and found either a tweet from somebody or a Reddit thread that sarcastically made that statement, didn't know it was sarcasm and presented it as accurate information. until, a year ago, if you asked, I think chat, how many Rs are in strawberry? It would tell you two or four. 

Celine Thomas: Mm-hmm. 

Jeffrey Riley: So there can be real problems here, where we've gotta teach kids to be healthy skeptics of this technology, but also recognize it can take them further and faster than they've ever been. 

Katie Ritter: Yeah. I'm curious, the big thing that I hear now, I hear less about fears of plagiarism and more about kids aren't going to be able to think critically anymore, and I'm curious, what's your take on that? 

Jeffrey Riley: Well, this kind of goes back to what I was saying about kids need to have a knowledge base, they have to have the ability to do critical thinking [00:16:00] activities 

Katie Ritter: Mm-hmm. 

Jeffrey Riley: day. there is a real danger here. That we just. Turn over our brain power and let our brains atrophy, to this technology. and if we do that, you know, we're gonna become a society of drones. 

Katie Ritter: Mm-hmm. 

Jeffrey Riley: the, this is why, to have your own knowledge base, to be able to think critically is going to be important. 'cause if you don't have those two things. You are not gonna be able to effectively use artificial intelligence. You're just not. and so that raises questions about how do we do this? At what age do we do it? 

How do we teach concepts? I'll give you a couple of examples. my kids went to the Boston Public Schools, and they cannot write in cursive. Nobody told me they weren't gonna write in cursive. Okay. Maybe that's fine. They probably don't need it. Fair enough. my kids were born in the city of Boston, have been raised in the city of Boston, and cannot get anywhere in the city of Boston without ways or 

Katie Ritter: Mm-hmm. 

Jeffrey Riley: can get everywhere in the city of Boston because I needed to know landmarks and street signs and things like 

Katie Ritter: Yeah.  

Jeffrey Riley: my kids don't have that spatial [00:17:00] relationship skill. Is that okay or not? Okay. Let's go further down the spectrum. I'm three and oh on this one, but I fought on a couple of television shows recently, about some people are saying kids don't need to learn to write. The 

Celine Thomas: Hmm. Huh. 

Jeffrey Riley: do it for them.  

Celine Thomas: Oh, well. 

Jeffrey Riley: absolutely not. 

Celine Thomas: no. 

Jeffrey Riley: need to know how to write because writing is thinking and they need to know how to order their thoughts. 

Celine Thomas: Yes. 

Jeffrey Riley: and only when kids can prove that they, they're good writers, should they able to use, artificial intelligence to help them go faster and further. 

Right. 

Celine Thomas: Yeah. 

Jeffrey Riley: demonstrate for me that you can write, then I don't mind you asking chat GPT to do a first draft of something.  

Celine Thomas: Yeah. 

Jeffrey Riley: it's an adult or a teacher, that kids that they need to go back in and take whatever has been developed by the AI and make it better with their expertise. 

Katie Ritter: Mm-hmm. 

Jeffrey Riley: Lemme give you an example. Um, I was a special education teacher. I spent hours writing IEPs hours. 

Katie Ritter: Mm-hmm. 

Jeffrey Riley: magic school, as you guys probably know, has an 

Katie Ritter: Mm-hmm. 

Jeffrey Riley: in its suite of [00:18:00] services. Oh my God, this thing is amazing. But if you, the expert educator, don't go back in. Tailor that foundational document to something that's more attuned to your particular child that you're, writing the document about. 

First of all, it's not an individualized education plan and 

Celine Thomas: Yeah. 

Jeffrey Riley: yourself up to lawsuits. Second of all, you're missing a huge opportunity to make this a really living, breathing, credible document that works. Only you know that little Johnny needs to be kind of separated over at a table 

Celine Thomas: Mm-hmm. 

Jeffrey Riley: minutes. Otherwise he's gonna smack the other kids, until the sugar wears off. only you have that expert, esoteric knowledge of students. And so you've gotta bring your expertise about their reading level, about their ability to do mathematics to those documents. 'cause otherwise, if we just turn it over to the ai, like we're gonna have a real problem, you know? 

Katie Ritter: think I actually just saw a news article about a district that was using a, I don't know what program, but was using [00:19:00] AI to write all of their IEP plans in full and weren't reviewing it. and they're under. I would argue probably rightfully so. Bit of a lawsuit now, so. 

Jeffrey Riley: it's, it's, it's a liability 

Katie Ritter: Yeah. 

Jeffrey Riley: you know, it's just not an individualized education plan if you don't actually individualize it, if you're just using what, the technology says and 

Katie Ritter: Yeah. 

Jeffrey Riley: for 

Katie Ritter: Well, and God forbid the harm it could cause if it is, you know, I mean, just unlimited harm that could be caused if you're not going over and verifying that. For sure. Yeah. 

Jeffrey Riley: this idea of going back in and making it better is gonna be a key kind of keystone for artificial intelligence. Otherwise, like a kid could write a paper with chat, GPT. the teacher could grade the paper with Brisk and everybody just goes to the beach and we let the computers fight it out. 

Like, right, what are we doing? Like, you know, like how do we ensure that both the kid is infusing his ideas into this, into this writing? And the teacher is also, maybe the teacher takes a first pass with Brisk and [00:20:00] Programs in what it wants it to see. I want a thesis statement, three, supporting details and a good conclusion, but then the teacher needs to go back in. And personalize it a little bit more 

Katie Ritter: Yeah. 

Jeffrey Riley: kid doesn't think that this was graded by the robot. 

Katie Ritter: Well, and just hearing you talk, it's just making me this critical thinking argument with students is really just making me even more, a proponent of why we need to be teaching kids AI in these skills. You know, so we don't run into a situation with social media where we just let 'em have these accounts and run the wild West, and we didn't teach them how to like be safe with it, how to use it appropriately. 

And I think if we build those habits in kids, I think it's just even more of an argument of, you know, back to kind of some of the things you were saying of why it's so important to be teaching kids these skills so they understand, how to use it appropriately and how the skills that they do need to be able to critically assess the outputs that they're [00:21:00] given. 

Jeffrey Riley: Well, and I'll give you a an example of a, you know, a lack of critical assessment gone wrong where, we've seen. students, a lot of kids have, these AI companions think of them as like a AI imaginary friends that they talk to throughout the day. And in some ways they form these relationships with, and maybe there's a place where that could be healthy. but we've seen it also go off the rails. And so, the data from Common Sense media shows. think, more than 70% of kids have an AI companion in high school, or it's equivalent, but only 30% of parents, even though their kids are using any kind of ai. 

Katie Ritter: Mm-hmm. 

Jeffrey Riley: doing and what the parents know about, 

Katie Ritter: Mm-hmm. 

Jeffrey Riley: We built a toolkit, including videos for parents about this to help get them educated. This is gonna be a real push. Teachers and parents are gonna have to be on the same page about this. we've had already in the country, students, inflict self-harm, 

Katie Ritter: Mm. 

Jeffrey Riley: kill themselves. With AI support. 

I mean, there's supposedly out there, [00:22:00] I've gotta, confirm this, but AI was, basically pushing a kid to say, maybe it is time for you to kill yourself. Or, you know, the noose you've developed isn't appropriate. We gotta tighten this up, 

Celine Thomas: Mm-hmm. 

Jeffrey Riley: just like kids don't understand. 

That's not a real person talking to you. That's, 

Celine Thomas: Yeah, 

Jeffrey Riley: know, that's technology. and so how do we make sure that we keep our kids safe, while being able to be, critical. Producers and users of the tech. 

Katie Ritter: yeah,  

Celine Thomas: yeah. I think one area I've seen it work well, just to flip the opposite side of it too, recently I coached, and they're not sponsoring us, but new e la right?  

Jeffrey Riley: I don't think I've seen that one. 

Celine Thomas: our district piloted it. What it does is the student is writing the essay, and as they're writing the essay, it kind of gives them highlighted green flags, red flags on what they could work on. 

the student can actually highlight a part of their essay, and then the AI will chime in, and actually coach them through writing the essay. By the time they finish the entire essay, it'll ding them on things like, [00:23:00] Hey, you didn't put evidence here. Or it'll give them an overall score, the teacher, pre plugs in a rubric. 

and it really just kind of walks through like the critical thinking portion of like how to actually write a essay. So I love seeing stuff like that and I'm like, if there's a way we can keep building And finding resources like that to kind of walk through the process. 

I feel like that's where AI should go for, our students.  

Katie Ritter: Yeah. 

Jeffrey Riley: because in that scenario, it's actually teaching the kid how to be a better writer, 

Celine Thomas: Yeah.  

Katie Ritter: And that real time feedback  

Jeffrey Riley: You know, the idea with that, and I'll have to explore it further is, you know, in the future, you know, kid might start with a lot of red flags, but after a while he's learned what produces more green flags, right? 

And so that's, 

Katie Ritter: Yeah.  

Celine Thomas: Yeah. 

Jeffrey Riley: I'm about to review, the Google Scholar thing that just came out for PhD dissertation writing students to see how that is. So I'll keep you posted on that. 

Celine Thomas: Yes. 

Jeffrey Riley: tools can be powerful for our kids, 

Katie Ritter: Yeah. 

Jeffrey Riley: For kids with special needs, kids learning English for the first time, kids living in poverty who sometimes come with tens of thousands fewer words [00:24:00] than their more, affluent suburban peers. 

Like, we're gonna be able to catch kids up. So, it's an exciting time, but, you know, I just wanna make sure that we're really thoughtful about how we implement it. 

Katie Ritter: Absolutely.  

Celine Thomas: sure.  

Katie Ritter: Absolutely. Jeffrey, I feel like we could go on forever, but we try to keep our episodes under 30 minutes here, so I feel like we should probably wrap up. Is there anything else you wanna leave us with, or anything about the day of AI that our listeners should know that you haven't had an opportunity to say yet? 

Jeffrey Riley: So I'll just say one thing that's near and dear to my heart. are doing this day of ai, USA tour, this year we're training a lot of teachers across the country. but it's wrapping back up at MIT this summer where we're gonna fly in 250 kids. 

Celine Thomas: Oh wow. 

Jeffrey Riley: demonstrated AI leadership, to show off what they can do, whether it's in the arts, we have, building ai using AI for a better world to solve problems. 

and we're having all these challenges for kids and we're gonna pick kind of top kids to come show off what they can do with this new technology. But the 

Katie Ritter: That's awesome. 

Jeffrey Riley: the most exciting one for me [00:25:00] is we are picking two kids from each state. To come and serve as student senators, and we're gonna bring them to the Edward M. 

Kennedy Institute here, down the street from MIT, which is an exact replica of the US Senate, 

Celine Thomas: Oh wow. 

Jeffrey Riley: they are going to draft a national student AI policy. 

Celine Thomas: Oh wow. 

Jeffrey Riley: Which will be done long before the adults draft a national AI 

Celine Thomas: Yeah. 

Jeffrey Riley: I love it because this is one of those times where I think it's okay to lean on students, 

Celine Thomas: Yeah. 

Jeffrey Riley: the technology, and let's have them help us along the way. 

Let's not think that we always have to teach them. Let's let them teach us to. 

Celine Thomas: Yes.  

Katie Ritter: That's great.  

Celine Thomas: I love that. Is there anywhere that our listeners can find more information about you or do you do social media or what's your, 

Jeffrey Riley: I guess I'm on LinkedIn  

Celine Thomas: Hmm. 

Jeffrey Riley: boy, I was on Twitter at one point. I kind of stopped during COVID 'cause that wasn't as much 

Celine Thomas: Yeah. 

Jeffrey Riley: thought it 

Katie Ritter: Yeah. 

Jeffrey Riley: But I think, day of AI actually has many different kind of social 

Katie Ritter: Okay. 

Jeffrey Riley: So, if you go just to our website, day of ai. Or day [00:26:00] of ai usa.org, you'll be able to see all the different ways you can find us and access us. 

And I'm just jeff@dayofai.org. If you wanna send me an email. 

Katie Ritter: Awesome. Perfect. Thank you so much. Yes, I'm excited to. check out the curriculum. I'd be surprised if we don't include this in some of our AI work, but I'm gonna make sure that we, are sharing a day of AI with all of our teachers moving forward in any of the AI work that we do. So thank you so much. 

Jeffrey Riley: it's, thank you guys. It's the most important time. I really think, you know, we've done 30 years of education reform, a lot of standards and accountability and assessment and all of that stuff was important. I kind of have a framework, but now I think we're gonna be able to get back to exciting teaching and I think AI is gonna get us there. 

So thank you for what you guys are doing. supporting the teachers out there 'cause they're our most important resources. 

Celine Thomas: Absolutely. I agree. Well, thank you all so much. Listeners, thank you, Jeffrey, for joining us today. We look forward to seeing you on our next Oprah, our next episode. And thank you so much. We'll talk and see you later. [00:27:00] Bye.  

Katie Ritter: gonna say our next Oprah. 

That's a wrap on another incredible conversation. 

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