MAHPERD "Voices From The field"
In this podcast, you will hear from educators and professionals in the field sharing their insights and experiences in the HPE (Health Physical Education) and allied fields. I hope you find this podcast informative, and inspiring. Learn about best practices and tools that you can implement in your teaching practice. We want to know not only what you do, but also the action steps you took to get you where you are. The Status Quo is not in our vocabulary folks, my guests are leaders in the field who are taking action to make an impact in their respective fields. If you have any questions or would like to be a guest on the show email mahperdpodcast@gmail.com
"If you always do what you've always done, you'll always get what you've always got" Henry Ford
MAHPERD "Voices From The field"
Teaching in the Age of Artificial Intelligence
When Dr. Neutzling managed physical education classes with 52 students in a Florida gymnasium, she never imagined that experience would lay the foundation for her pioneering work with artificial intelligence in education. Now serving as Associate Dean for the College of Education and Health Sciences at Bridgewater State University, Dr. Neutzling brings a unique perspective to the technology revolution transforming our classrooms.
Dr. Neutzling shares fascinating examples of how technology can enhance teaching and learning when used thoughtfully. She describes working with avatar simulations that allow pre-service teachers to practice classroom management in a consequence-free environment, and deploying drones that provide real-time feedback for physical education students learning badminton. These innovative approaches demonstrate how technology can create learning opportunities that would otherwise be impossible.
Dr. Neutzling approaches AI with both enthusiasm and caution, calling it a "double-edged sword." While she sees tremendous potential for personalized learning and innovative teaching tools, she warns about the digital divide, over-reliance on technology, and the potential decline in critical thinking skills. Her concern about plagiarism echoes across higher education, with faculty struggling to ensure academic integrity in an era of sophisticated generative AI.
What makes this episode particularly valuable is Dr. Neutzling practical wisdom about finding balance. Her vision for the future centers on widespread AI literacy—not just technical knowledge but ethical understanding of how to use these powerful tools responsibly. For educators navigating this rapidly evolving landscape, Dr. Neutzlings perspective provides both inspiration and grounding.
Ready to explore how technology can transform your teaching while preserving what matters most in education? Listen now and join the conversation about finding the right balance in our increasingly AI-enhanced classrooms.
Connect:
mneutzling@bridgew.edu
Resources:
Book: Digital Technology in PE and Sport. My chapter 13 " Harnessing the Power of Virtual Reality Simulation in Physical Education Teacher Education.
- https://open.substack.com/pub/marcwatkins/p/the-hallucinating-machines-we-cant?utm_campaign=post&utm_medium=web
- https://www.chronicle.com/article/the-student-brain-on-ai
- https://www.chronicle.com/article/sometimes-we-resist-ai-for-good-reasons
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If you picked up a new idea or felt inspired by today’s episode, I’d love to hear from you and if your interested in being a potential guest on the show; email mahperdpodcast@gmail.com
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Check out our advocacy video about quality health & physical education
Hello and welcome to Voices from the Field, a MAHPERD podcast where we talk with educators in the field to hear about their perspectives and experiences. My goal and the goal of this podcast is to share the voices of leaders in the field of education. My name is Jake Bersin, Advocacy Chair for MAHPERD, and today I have the pleasure of speaking with Dr Neutzling. Welcome, Dr Neutzling.
Dr. Neutzling:Thank you, jake, happy to be here.
Jake:Dr. Misty Neutzling recently assumed the role of associate dean for the College of Education and Health Sciences at Bridgewater State University. Prior to this, she served for 12 years as a professor of physical education teacher education at Bridgewater State University and was the university's faculty fellow for artificial intelligence. She has conducted extensive research on technology integration and the use of artificial intelligence in pedagogy. Dr. believes that, when utilized properly, artificial intelligence can play a valuable role in enhancing teaching and learning and physical education. Dr. it's so exciting to be in this space with you, and thank you so much for saying yes to the podcast Before we get started. What's making you smile these days?
Dr. Neutzling:I love that you start our conversation with this question. I love the human component of this. So full disclosure before I answer that, because I'll be talking a lot about AI today, I thought it was appropriate to ask ChatGPT, who I refer to as Chatster, how often should a person smile in one day to increase endorphins? So do you want to take a guess how many times someone should smile in a day?
Jake:To increase endorphins? That's a great question. I'm going to say 50. Is that low?
Dr. Neutzling:Wow, no, you're overachieving.
Jake:Okay. Well, what's the answer? I was too high?
Dr. Neutzling:You were too high. So, according according to chat GPT, it's 15 to 20 genuine smiles per day. That lasts at least a few seconds. So, and when combined with laughter like what we just did, you have a stronger effect of endorphin release. So interesting, yeah. So yeah, fun fact. Thanks, chat GPT. I don't know, I I't know. A lot of things have made me smile today, you know, just being around students, being around faculty and smiling and being a part of this podcast tonight.
Jake:Pleasure to have you, so let's dive right in. Tell us more about who you are and how you started your education journey who you are and how you started your education journey.
Dr. Neutzling:Yeah, so, as you mentioned in your intro, I am currently the Associate Dean for the College of Education and Health Sciences at Bridgewater State University. But prior to this role, for the past you know, 12 years I was a professor for the Physical Education Teacher Education Licensure program here at Bridgewater State University and prior to that I was a high school physical education teacher and volleyball coach at a very large high school back in Florida, where I'm from. You know my largest class size. I would always tell my students this that my largest class size, my roster, was 52 students. So you know, if you really want to go and talk about classroom management, you know I was really thrown into. Thrown into. You know learning how to do that pretty quickly 52 students.
Jake:Wow, that's like a double class here right?
Dr. Neutzling:Yeah, so it was. It came with a lot of challenges and in Florida, you know, the rule is if it hit a certain temperature, like a certain degree, you know, if it's too hot outside or if it's raining, you know we all would have to be in the gymnasium. So that was like all the time in Florida where it was too hot and or rainy, so it was a gym full of hundreds of students. So, again, classroom management was key hundreds of students.
Jake:So again, classroom management was key. Wow, that's, that's unbelievable. So I'm sure you, I'm sure you, learned a lot though, from the, from those students and from the, you know, trying to manage that many students in one space.
Dr. Neutzling:I definitely did, I definitely did.
Jake:Yeah. So, Dr. Neutzling, what inspired you to pursue a career in your field?
Dr. Neutzling:So what inspired me was you know the fun I remember having as a K-12 learner in my physical education classes. You know I enjoyed all the activities my P. E. teachers created for me. I loved the competition that they created that I could have with others and the competition that I could have within myself. But I would say it's really the who, opposed to the, what that inspired me and who were. All of the PE teachers from elementary, middle school and high school and honestly, my high school volleyball coach, who was also my high school physical education teacher, really just inspired me to want to do what they did because they always seemed like they had a lot of fun. All of us loved our PE teachers, so it was just a good, fun community to be around, and so I never really thought I would be anything else other than in the world of physical education.
Jake:So it was really your PE teachers that had that big impact on you.
Dr. Neutzling:Yeah, he was a PE teacher and also my volleyball coach, and he's such a cool dude, you know, and he's a legend in the volleyball world . I actually ended up writing my doctoral dissertation on him, which I titled, you know, characteristics of an Effective High School Volleyball Coach, which easily translated as a physical education teacher. Wow.
Jake:That's amazing. Now you got me interested. Give us some characteristics or qualities that he portrayed or that you liked. What kind of drew you to it?
Dr. Neutzling:Yeah. So to be able to conduct my research on him, I first had to, you know, really justify, you know what defines effective coaching, and we can use the word coaching and teaching interchangeably. So, and based on literature, you know, he matched the key characteristics of being an effective coach, which allowed me to do, you know, exhaustive study on him. And so some of those elements of effectiveness are being a student-centered or an athlete-centered type of teacher. You know where they put, where he put the learner at the center and the focus of learning. So, instead of like, really top down, like hey, I'm going to tell you how to do this, or tell you what to do, he really situated learning in a way where the students had to critically think, problem solve individually and collectively as a team to reach a common outcome. And you know, and he went above and beyond that of teaching life skills another effective piece of teaching of, you know, it's not just about the game right of whatever you're playing or whatever activity you're teaching whether it's games, dance, gymnastics or something health related.
Dr. Neutzling:It's, you know, being a caring and productive citizen, and in your town. So, yeah, he's, he's incredible.
Jake:It's awesome. So he really looked at the individual as a whole and, you know, tailored his teaching to that. That's great. Definitely Sounds like a great person.
Dr. Neutzling:He is I, you know, we still keep in touch today and I consider him a friend. I mean, he, honestly, he just, uh, him and his wife came up and visited up to me he's, he was in Florida. He just left and moved to Alabama to turn around that program there. But, um, yeah, him and his wife just flew up here to spend time with us this summer. So, yeah, pretty awesome.
Jake:So he's still coaching then.
Dr. Neutzling:He is. Yeah, he left where he was. I was actually a freshman when his first year there at the high school that I went to. I was a freshman at that high school. He kind of like recruited me and so it was kind of like his first graduating class that he had had all four years, um. But he recently, uh two years ago, left that that school in florida and moved to alabama to turn around the, uh, the volleyball program there, um, so, and no doubt that he will do that because of you know, you know who he is as as a teacher, um, yeah, they're lucky to have him down there they are.
Dr. Neutzling:It's like they don't even know how good they have it.
Jake:That's awesome it's, yeah, pretty cool. So dr newsting moving. Moving on to the university, what kind of courses do you teach at your institution?
Dr. Neutzling:yeah, so I predominantly taught elementary physical education method courses, um, including the introductory to the physical education major I would teach as well. I also taught kinesiology and motor learning and I would teach classes at the graduate program level as well. So I taught a coaching course that was geared towards the coaching major master's program, as well as a course I designed called Critical Pedagogy, which is a super great class to understand certain values, power structures and cultural norms globally.
Jake:Critical Pedagogy.
Dr. Neutzling:Yeah, say that three times fast, yeah, I can't, I can't.
Jake:Tongue twister, my new tongue twister, so yeah, so, speaking of courses, what are some essential skills that you think students need to learn, have or develop? Who are going to Bridgewater State?
Dr. Neutzling:um specific to physical education or just general?
Jake:let's well, let's yeah. However you want to answer, we can say okay, yeah, no.
Dr. Neutzling:I. I think my answer would probably apply to, I guess, all students, whether you're physical education or pursuing a different type of major. I would say essential skills would be just be resourceful, resourceful, resourceful. You know. I'd always tell my students you know, listen. Sadly, you are not going to retain all this information that you are learning throughout your academic career, you know. But if there's one thing you can remember are your go-to resources, and if you can, you'll be in really good shape as you move into your career, you know. So when it's nearing the end of the summer and needing, you know, quality curriculum and best practice ideas, you know shape is a good resource. Or, if you're wanting to create meaningful formative and summative assessments or rubrics for, like, your dance unit, then ChatGPT is a good source. Yes, chatgpt is an excellent generative AI resource for PE teachers.
Jake:So, dr Newsom, speaking of ChatGPT, what are your thoughts about AI as a way to support your learners? Obviously, you've done a lot of work on this, so we can answer however you like, but what are your thoughts?
Dr. Neutzling:Yeah, I mean I have a lot of thoughts around that. I mean, I think AI literacy is an essential skill. You know, answering your previous question, I would say becoming AI literate is so essential for you know, our generation and generations to come. But gosh, you know the word support is such a loaded word. But due to you know how common generative AI has become and the administration with the executive order which is called the Advancing Artificial Intelligence Education for American Youth and School Curriculum and Teacher Training, you know my thoughts are kind of like a double-edged sword.
Dr. Neutzling:While I see potential benefits of AI in pre-K through 12 curriculum and AI use in the higher education level, I do see benefits, if done right, you know, such as, you know, more personalized and innovative teaching tools, improved AI literacy and more teacher support. But the double-edged sword here, you know my fear, is the potential risks. You know such a digital divide where it's not equal access to technology and AI. You know an over-reliance on AI and where you know we start to see a decline, or lack thereof, of critical thinking and problem solving, because artificial intelligence is doing that for the teacher and for students. So I think it is also like fragile. So I think it's really, really, really important to find a safe balance, knowing when and how to rely on AI for support and when not to use AI as a support or resource.
Jake:So that was a lot of information. You talked about some of the maybe challenges, such as you know having over reliance or youance, or you talk about the digital divide. Then you also mentioned the teacher support and how it can be personalized. Can you dive a little bit more into some examples of how you've seen it positively used in your institution?
Dr. Neutzling:In terms of the student or the faculty.
Jake:Yeah. However, you want to answer student or faculty, either one.
Dr. Neutzling:I think that for faculty it helps with being innovative with their pedagogy.
Dr. Neutzling:So, for example, you know, ai can really help faculty create real meaningful lessons where students are really engaged in the content.
Dr. Neutzling:So, kind of going back to my high school volleyball coach and high school physical education teacher, you know, putting the student at the center of learning, where it's not so direct and top down it's more, it becomes meaningful when the student gets to engage in the problem or the question, whether they do that individually or they do that with others.
Dr. Neutzling:And so AI right, if used correctly, such as generative AI, such as our ChatGBT, which is the most commonly generative AI tool right now, you know you could ask it because it's an assistant right, so faculty can use it as an assistant to help generate lesson plans or lectures where it puts the student at the heart or the center of learning. And I think that for students, especially our education students who are in teacher licensure programs, if they are in classes where faculty are using Gen AI and unique and innovative and ethical ways, then they're modeling how their future students could potentially use it in their own teacher preparation for those students. And I think another big jump is then when those students are now into their working career, can implement technology or AI with their K-12 students.
Dr. Neutzling:So I think there's a lot to impact with that. But yeah, I see a lot of benefits if used ethically and creatively.
Jake:Can you talk because you mentioned ethically a few times and creatively or used the right way, what would be an example of what we don't want to do, just so our listeners understand, and what would be an example of maybe an ethical or correct way to use AI? Does that make sense? My question it does.
Dr. Neutzling:Yeah, yeah, no. I'm just pausing to really internalize that before I answer. I think that whenever you are in front of AI and it's kind of like a gut check If you feel like what you're doing is wrong, it's probably wrong, you probably shouldn't be using it. So you know, if you're asked to critically think or problem solve with something, you should, you know, use nothing but yourself to be able to to do that task and not rely on any source, any resource. And again, that's my fear, that it's becoming so normalized that the critical thinking and problem solving is going to start to decline.
Dr. Neutzling:And I really am fearful with our state test of the communication literacy portion of the MTEL, where it's all in reading and writing, of the communication literacy portion of the MTEL, where it's all in reading and writing. So it'll be interesting to see the data, you know, in the coming years, with this generation who are becoming reliant on generative AI, and how they perform on reading and writing types of tests. So you know again, so ethically, I mean, if you're doing I mean cheating's cheating- right.
Dr. Neutzling:Plagiarism is plagiarism, so if you're not doing your own work, then it's a telltale sign that you probablying you've done extensive work or research with technology integration and the use of AI in pedagogy.
Jake:Can you talk a little bit more about that and elaborate?
Dr. Neutzling:Sure. So my journey with technology and AI really first began with a program called Immersion. It's a really cool software that uses avatars and so, um gosh, this is probably 11, 12 years ago I went to a conference, um, to immersion conference, to learn, you know, how this works with teacher education programs, um, and as a way to help train them specifically, and so how I use this. You know I use this as a tool to help train them specifically, and so how I use this. You know I use this as a tool to help my pre-service teachers specifically around classroom management and how to build relationships with their students. And my colleague and I, dr Karen Richardson at Bridgewater State University, you know we did quite a bit of extensive research regarding pre-service experiences using immersion's mixed reality software. We published a book chapter titled Harnessing the Power of Virtual Reality Simulation in Physical Education and Teacher Education. We've presented, you know, all over the world One was at the Teaching Games for Understanding Conference in Germany about the whole notion of suspended disbelief, which means, you know, you put a student in some type, you know right, in this virtual simulation where they feel like, okay, these aren't real students, but they they're not real students, but they feel like they're real students, but they're not real students.
Dr. Neutzling:So they felt more inclined to be able to be more of a risk taker, because they knew that they, that these weren't real humans, they weren't going to emotionally or physically hurt them, and that we could, you know, pause the interaction between them and the avatar and we could reflect on it. And then we could, you know, talk about how can, if given the opportunity to do this experience again, what would you do differently? And so we'd have that conversation. Actually, as a class, we'd set up what was called a fishbowl, and so we'd have the one student in the front of the class, you know, standing in front of the projector, in front of these avatars, and myself and students were kind of U-shaped around them, if you can kind of visualize this, and you know, I would, you know, have these avatars present a certain kind of behavior. Maybe they're like really off task, they're not listening to my student to help them manage the classroom, and you know, very like, immediately the student would like really just follow the floor and mess up right. They'd either just like ignore the behavior when they shouldn't be ignoring the behavior. So you know, you could see them like fumble over their words.
Dr. Neutzling:And so, you know, we would pause that interaction between the student and the avatars. And the student, you know, could kind of just sit down and look at myself and their classmates and have like a reflection and talk about okay, so how can we address this, how can you do this better. And so once we got done talking about it, then the student felt confident of, okay, I'm going to redo this, I'm going to do this a little differently. Then we restart that, that interaction with the avatars and the student. And so it was a nice, you know, way of getting them just a lot of rehearsal, a lot of repractice of you know how to do real life situations in ways that were safe and allowed them to to take those risks with confidence. So that was.
Dr. Neutzling:That was. That was one of the pieces that we did. But I've done, you know, a lot of other things with technology, with drones and other fun, cool things like that.
Jake:But Well, I want to hear more, but I have a question about the avatars. So, basically, the avatars, were they programmed to behave or act in a certain way to kind of see how the, the student, would react? Is that right? Am I getting that?
Dr. Neutzling:Right.
Jake:Yes.
Dr. Neutzling:Yeah, so it was really neat. So this, this program, you know you could set the level of compliance. Let's say, a level one was, you know, very compliant and level five would be the student, the avatar was not compliant at all. Right, so maybe that, you know, and so, and this and this wasn't like a one hit wonder with my students, we would do this periodically throughout the semester, and so, you know, I could really ramp up that compliance level to closer to a five, whereas really comfortably challenging them, so that, you know, when they were in front of real students, they felt more competent and therefore more confident to, you know, manage their classroom, especially with off-task behavior, all at the same time learning the importance of building meaningful relationships with each of their students.
Jake:What were some of the reactions that students had in regards to this program or this activity this session?
Dr. Neutzling:Yeah, I mean the first time that they saw this right. So you know I'd have the big projector screen in the classroom and you know I tried to prepare them as much as I could. I showed them pictures and videos of what these avatars looked like. But still, when they were standing in front of these you know avatars, they were just they. They were so taken back. I mean it was comical, you know, on my side of it to sit and watch their initial reaction of, oh my gosh, like this is pretty amazing and really cool. And they were so taken back that it was. So it was mixed reality, so it was actually live. So the responses were live comments and the avatars could see my students. So they would make comments like, oh, I really like your haircut, or, hey, I really like that black bridgewater state university polo that you're wearing. So they were just like a little freaked out that oh my gosh, they can actually see me and they're responding to me in real time.
Jake:Wow.
Dr. Neutzling:And this was I mean gosh immersion. This was, like I said, like 11, 12 years ago, right. So I mean back then that was like pretty cutting edge, so they were really really taken back. Now I know it's not as bad, you know groundbreaking, you know with all the VR that's happening now, but at that time it was pretty powerful.
Jake:Right, there's, there's a lot of there's a lot going on now, right With the you mentioned drones earlier. Yeah, Tell us a little bit about that.
Dr. Neutzling:Oh, my gosh, yeah, so our college of education and health sciences received a grant to purchased drones. I mean, they were, you know, not the fancy like thousand dollar drone, but, um, but they were like equipped to be able to. Um, how we used it was, you know, we flew with it or I flew it. I had to learn how I, like you know, gosh, take this almost like an faa test, which is crazy um, to learn how to appropriately fly this drone.
Dr. Neutzling:And so we used it indoor in the gymnasium where we recorded, using, you know, using the drone, the students playing badminton and looking at the tactical games model and their decision making. And so I would video record it model and their decision making. And so I would video record it and it would sync to their iPad. And so, like, in the middle of play, I could like stop recording, sync it to the iPad, and then they could go off to the side and use the iPad and watch, like the previous few points, to see, like if they were in the best spot for returning the birdie or sending the birdie. Did you put it in open space? So they were able to evaluate gameplay using the tactical games model approach to playing badminton.
Jake:So they had feedback in real time about how they were doing. Yeah, the video doesn't lie right.
Dr. Neutzling:Right, exactly, I wasn't there. This is where the birdie landed. This is where video doesn't lie right, I wasn't there.
Jake:No, this is where the birdie landed. This is where I was, and then what? Adjustments maybe had to be made based on the feedback that they got. So that's really impressive.
Dr. Neutzling:Yeah, yeah, this was pretty good.
Jake:So, in your work with stakeholders and other professionals, are there some common questions that you get in regards to AI A?
Dr. Neutzling:common question. Well, the most common word I'll say that I hear is plagiarism. Okay, you know, at the university level, I mean you know faculty are really, really skeptical about implementing or allowing students to use any kind of AI you know, predominantly generative AI in a classroom setting, because of plagiarism. So the question is you know, how can I, you know as faculty, ensure students are doing ethical, honest work and so and I mean I've heard this across the board you know I served as our institution's faculty fellow for AI and so you know it was a really common theme across our entire institution, within every college and every major, that that was the concern. You know about plagiarism and making sure that students are actually doing their own work, because that's the reason why they're here right, that's the reason why they're taking these courses and working towards earning this, this degree, is that they are learning right.
Dr. Neutzling:So, um, you know. So I listened to this, you know, to these comments and of rightful, you know, concern, you know my thoughts. It was just it was so hard to answer, you know, answer that because there it really isn't a one-size-fit-all approach because every class and every, you know, course objective are different. So you know how one faculty member can ensure honest work may not work in another class. So that's the biggest buzzword right now in higher education. And because there is no plagiarism tool that is a foolproof for students using artificial intelligence.
Jake:So there's no way to detect this, or it's very hard to. Can you explain more? Yeah?
Dr. Neutzling:So if it's yeah, so let's say a faculty member has assigned a writing assignment, a student goes out to generative or it goes out to chat gpt, right and has chat gpt, you know write, write this, this essay, and then submits it.
Dr. Neutzling:There's. There's no way of proving that that student used chat gpt for writing, for writing that I mean. So you know a lot of what faculty are starting to do is a handwrite, you know. So at the beginning of the semester I want you to actually physically write an essay and then at the end, of the semester. You know if it's typed or or if it's typed, you know the faculty couldn't compare you know what their true writing style is compared typed.
Dr. Neutzling:You know the faculty couldn't compare. You know what their true writing style is compared to. You know when they're able to type it and it's pretty obvious you know, when a student does their own work versus, you know, plagiarizing and using the help of generative AI.
Jake:That sounds like a good kind of workaround is to compare and contrast the beginning to what they see. So that's really smart idea.
Dr. Neutzling:Yeah, and some faculty are going back to the old school Scantrons. Remember those?
Jake:Oh, wow, yeah, the bubble sheets and stuff Bubble. There you go, they're going back to that or the blue books.
Dr. Neutzling:You remember the blue?
Jake:books. Oh yeah, they're still using those.
Dr. Neutzling:Wow, there you go, yeah, so faculty are going back to that because that's one way of kind of strategizing to get around the plagiarism piece of AI.
Jake:Right Now. I could see how that could be a challenge. I wonder if you know of any faculty that are using it like you've described? Like you mentioned the drones and immersion Do you know of anything that they're doing in regards to AI?
Dr. Neutzling:Yeah, so, like specific with immersion, I actually was just at a conference in DC last week at the ASCU conference it's the Association for State Colleges and Universities, and the symposium was on teacher shortages and one of the presenters actually talked about how they used immersion in their institution in ways of like retention, like keeping or retaining students and their programs in their classrooms.
Jake:Interesting yeah, very cool, Dr. Neutzling as we come to a close, what do you hope to see in the future? What type of goals do you have?
Dr. Neutzling:these could be either personal or professional um, I, I, I think, um, I, I, I think. I would love to see you know, kind of like seeing that this isn't, you know, ai isn't a trend. I see it not going anywhere in the future. I see it actually becoming even more centralized.
Dr. Neutzling:My goal and my hope for the future is that there is, you know, students and teachers and educators of all sort become very AI literate and how to use it in ways that are effective and ethical and understanding where that fragile line is. Because students are right. We learn so much by watching, so that, you know, faculty, in the higher education level, in the pre-K-12 level, the educators are using it responsibly in innovative ways, as it definitely has proven to do, but to do so in ways that it's authentic and meaningful. So I do, I hope that we become just really mindful and aware of its fears and we have, you know, kind of that wisdom and the strength and courage to when to say no and when to continue to lean into it, so that because we know that right critical thinking, problem solving, is such a skill that it's essential that we'll always have to have so again, leaning in AI in ways where critical thinking and problem solving is still at the focus of the teaching and learning environment.
Jake:Well said, well said. Thanks. So, dr Newsom, how can a listener connect with you? Are you on his email? Are you on his email? Are you on Blue Sky? Anything like that?
Dr. Neutzling:I think email is probably the best way to reach me if you have questions or want to kind of continue the conversation. Do you want me to give my email?
Jake:Yeah, if you email to me I'll make sure to link it in the show notes. And then I had you mentioned there was a book Harnessing the Power Was. And then I had you mentioned there was a book Harnessing the Power. Was it a book or a chapter Harnessing the Power?
Dr. Neutzling:Yeah, it was a chapter and a book and I can't even I don't even remember the name or the title of the book. But I can get you that too. Yeah, yeah, but yeah, I can certainly send you that resource.
Jake:Yeah, just be curious to read that. That sounds really interesting.
Dr. Neutzling:Yeah, so and.
Jake:I'm sure our listeners might have questions for you regarding you know what we've discussed today, so I really appreciate your time. Thank you so much for sharing your experience and expertise with us. It's really great.
Dr. Neutzling:You're so welcome. Thanks, jake, for the opportunity. I'm open to any questions or insight that anybody has.
Jake:Awesome. So, listeners, we'll have this episode uploaded soon. Please rate and share if this podcast has been helpful in supporting you in any way, as it does help other folks find it. Thank you all for listening. Have a great week and we will be back soon!
