This was great, Nick, thanks - we need more of these "field reports" that show how people think about AI outside of our theoretical bubble.
I find it curious how the Public vs. Private school chapters seem to separately exemplify the two different challenges in AI adoption within education: Bureaucracy and centralized bans/limitations (public schools) and lack of a structured approach / doubt about effective implementation (private schools).
At the same time, it's nice to see more chamipons like Sam Reed III and Alana Winnick emerging to help break the barriers and show a path forward. Until now, my main references in this space were you and Ethan Mollick - I'm sure that soon enough we'll see the emergence of some kind of collaborative committees and unions of pioneer educators in this space.
Yes, you do a nice job cutting to the core of the analysis in the public vs. private school sector. Just because you have the freedom to implement, doesn't mean you necessarily know what to do with that freedom.
Sam and Alana really help some gas in my tank. It was nice to finally not be the only person in the room interested in the things I am passionate about.
There is a growing network out there. I just need to get out to more events to secure more connections.
Thanks Nick really helpful posts as always. A couple of follow up questions, you mention ‘specialized training and certification in AI and education’, what was this? And secondly, really keen to see your thoughts on what the AI learning outcomes might be at the institutional level and wondering what these might be for leaders 🤔
Hi, Nick! I think he did a program through Columbia Teachers' College over the Summer of 2023. Sam did a CS major as an undergrad and built up a software business prior to becoming a teacher. He believes wholeheartedly in teachers finding business niches. Indeed, he wore a shirt with the slogan "teacher-peneuer" on it all weekend. Really neat guy.
As to institutional level, my sense is that we still need to build literacy from the ground up. We can move more quickly through the basics, but without them we able to equip leaders with the more speciality information that need to use AI effectively, engagingly, and ethically.
Thanks Nick and can I agree and disagree! In my experience a ‘pincer’ movement (there must be a better phrase) is often the best approach in relation to significant change where both work is done at the student level and the leader’s level as without there support little change can rarely take place and even rarer become embedded, and obviously there’s work needed with teachers! So, I think we can all work to our strengths and make a difference at all levels, what do you think?
Good point, Nick! I like the term "pincer" movement. Yes, it seems that part of the work of a leadership training program is acculturation to the new paradigm. And yes, on that process so much depends. The kids won't get access if the leaders don't see the VALUE!!!
My own anecdotal expereince states that if you split a group into half based on performance, the bottom half can't interpret AI vs. non AI content and lacks the ability to leverage it properly. The top half can smell AI a mile away yet are typically using it to brainstorm, problem solve, and help draft ideas.
This was great, Nick, thanks - we need more of these "field reports" that show how people think about AI outside of our theoretical bubble.
I find it curious how the Public vs. Private school chapters seem to separately exemplify the two different challenges in AI adoption within education: Bureaucracy and centralized bans/limitations (public schools) and lack of a structured approach / doubt about effective implementation (private schools).
At the same time, it's nice to see more chamipons like Sam Reed III and Alana Winnick emerging to help break the barriers and show a path forward. Until now, my main references in this space were you and Ethan Mollick - I'm sure that soon enough we'll see the emergence of some kind of collaborative committees and unions of pioneer educators in this space.
Yes, you do a nice job cutting to the core of the analysis in the public vs. private school sector. Just because you have the freedom to implement, doesn't mean you necessarily know what to do with that freedom.
Sam and Alana really help some gas in my tank. It was nice to finally not be the only person in the room interested in the things I am passionate about.
There is a growing network out there. I just need to get out to more events to secure more connections.
Thanks Nick really helpful posts as always. A couple of follow up questions, you mention ‘specialized training and certification in AI and education’, what was this? And secondly, really keen to see your thoughts on what the AI learning outcomes might be at the institutional level and wondering what these might be for leaders 🤔
Hi, Nick! I think he did a program through Columbia Teachers' College over the Summer of 2023. Sam did a CS major as an undergrad and built up a software business prior to becoming a teacher. He believes wholeheartedly in teachers finding business niches. Indeed, he wore a shirt with the slogan "teacher-peneuer" on it all weekend. Really neat guy.
As to institutional level, my sense is that we still need to build literacy from the ground up. We can move more quickly through the basics, but without them we able to equip leaders with the more speciality information that need to use AI effectively, engagingly, and ethically.
Thanks Nick and can I agree and disagree! In my experience a ‘pincer’ movement (there must be a better phrase) is often the best approach in relation to significant change where both work is done at the student level and the leader’s level as without there support little change can rarely take place and even rarer become embedded, and obviously there’s work needed with teachers! So, I think we can all work to our strengths and make a difference at all levels, what do you think?
Good point, Nick! I like the term "pincer" movement. Yes, it seems that part of the work of a leadership training program is acculturation to the new paradigm. And yes, on that process so much depends. The kids won't get access if the leaders don't see the VALUE!!!
My own anecdotal expereince states that if you split a group into half based on performance, the bottom half can't interpret AI vs. non AI content and lacks the ability to leverage it properly. The top half can smell AI a mile away yet are typically using it to brainstorm, problem solve, and help draft ideas.