001[Music] Hello, Buckeye community members and families. I'm super excited to bring you this third video in our series on artificial intelligence uh and how to use it in positive and productive ways and how to be particularly careful in this new age of AI. And that happens to be the topic of this particular video, which is safety and ethics. First, we're going to talk about some very specific ways that you can create an environment that will um encourage safe practices and minimize the risk of problems that you might run into um with AI use uh with children and in school settings and in learning environments. So, we're going to jump right in and start by talking about we've talked about before that AI is not the future. AI is really now. And so, it's happening around
002us. Um, it's happening to us. It's um it is here. And so, the quicker that we're aware of it and we start to put in the guard rails that are necessary to ensure safety and ethics, the better off we're all going to be. So, what we're going to talk about today is first of all, why should you have concerns? Why should you be be paying attention to this topic um as a parent and uh or just as a participant in as a digital citizen um why should you be concerned? We're going to talk about threats to students um that are threats that are things that we need to be concerned about that could affect a student due to AI. And we're also going to talk about threats that could be uh created by students, right,
003to that might be applied inappropriately or in ways that we would not want them used. So students essentially as the perpetrator or students as the victim. U we're also going to talk about how do you help your students develop a sense of ethics around artificial intelligence. And we don't want that term to be scary. It's actually a very easy thing to begin to talk about. And what really matters here is your family's priorities, what your family's belief system is about artificial intelligence and about the issues that are parallel uh to AI. And so a lot of this can happen just through conversations uh conversations in the car uh conversations over dinner. um just talking about this is going to be one of your most powerful tools. And I'm really excited to say that we're going
004to be um making available a family guide to ethics discussions with your kids. Um and it'll have lots of great discussion starters. We'll talk more about that later. Um and then we're going to also discuss in this video things that you can do right now to help minimize risk um related to artificial intelligence. So, let's get started. First, let's talk about kids uh in terms of being victims um of AI misuse, things that could be done um that would impact a student negatively. So, there are so many things associated with artificial intelligence. And if you remember in a prior video, we've talked about um the idea that there's generative artificial intelligence. Uh things like chat GPT or Gemini u things where you're creating things um using artificial intelligence. And then we've also talked about machine
005learning and artificial intelligence in terms of things like the automated vehicle, the Whimo car that maybe you drove that didn't have a driver. That's artificial intelligence. or the algorithm related artificial intelligence, the machine learning that decides what uh Netflix video it's going to encourage uh you to watch next or what's going to come up next in a social media feed. Um these are all versions of artificial intelligence. So when you start talking about all of these um types of artificial intelligence, you start to become aware of all of the things that can happen. We're talking about tracking, students being potentially tracked, uh, locations, personal information. Um, you're talking about students being maybe exposed to things that you wouldn't want them being exposed to, um, in a digital space. U, we're talking about the ability to
006use artificial intelligence to impersonate someone that a child might trust or think they they might think they're talking to someone that they're not. That is being replicated by artificial intelligence. Maybe you've seen um the many videos and I'd highly encourage you to look them up if you haven't of what can be done with artificial intelligence and voice cloning. Um essentially the tools exist now. Uh some of them are free of charge where you can clone a voice and sound like anybody and then type in what you want that voice to sound like. Um these may be fun and interesting. Um, and if you're curious about those kinds of things that you can use them for a lot of positive. Um, however, it doesn't take a lot of imagination to envision how these things could be
007used negatively. Um, especially when we're talking about children. Um, we just we understand that a real concern around cyber bullying. Uh, one possibility is AI can automate um cyber bullying to happen with more frequency um to uh occur um in more hurtful ways than before. Um and so there's just a lot happening. And then the one of the other big ones you've heard about is deep fakes, right? videos that are you can find them online now um that you know might show a famous person giving a speech that they never gave um or doing something that they never did or being somewhere that they were never at and they're becoming increasingly impossible uh to tell whether they are real or a deep fake. So this is why a concern level should exist for everyone no
008matter how interested you are or or optimistic you are about artificial intelligence in general. Um there is a lot of risk. Um but just like many things that have opportunity that there is risk is the more proactive we are um in trying to head off some of those problems uh the better. There's also the use of AI by students in ways that we wouldn't want them to to um to use them. So essentially being the perpetrators in misuse cases. So uh all of the things that I mentioned before on the prior uh portion in the prior slide the things that you that you see um those can be done to a student but they can also be done by a student. Many of these things are not that complicated to get done. Um you might
009think well someone would have to know how to say code um to do this. Well one of the things that artificial intelligence now is made possible is you can create an app or a program and the only coding language you need is English or Spanish or any other language where you can just type what you want and artificial intelligence like chat GPT or Gemini can code that for you. So the level of expertise needed to create something that could be misused is much less than it used to be. It's not just something that somebody that's a hacker um can do anymore. It's something that anybody can do. So students as perpetrators, they can they can amplify misinformation. They might use it to um to plagiarize. There might be piracy issues. You might see um them
010use it for trolling. um me much of the bullying that I mentioned prior um that can be something where a student is victimized um the person doing the victimizing might also be a student right so uh there is that just a myriad of things that can be done um to or by anyone with access to a tool and as we've mentioned before these tools are widely available and quite often they are freely available So, we're going to dive more into the what we're trying to do is influence the behaviors, right? We're trying to influence behaviors of children, um, of students, um, of our environment. We're trying to influence what happens. And really, there's two drivers in this space. The first is the ethics of the people who you're trying to um, influence the behavior of,
011right? So, what is their true north, right? what what do they believe about a particular topic? And so you might think of that as when you instill your family's values um in your children, that's ethics, right? So having um a clearly developed state of what are our family values around artificial intelligence um is critically important because if that's not made clear then the your ability to influence your children u in an AI world is minimized. So the second piece is clear rules and expectations. It's one thing to have a set of beliefs, but what does that look like in practice? And especially with children, the more concrete we can be about what our expectations are, um, the better. And these will vary by family, right? You're going to have different rules and expectations depending on
012your your ethics, your family beliefs. Um, so let's dive in just a little bit into rules and expectations. So, we'll start with the concrete side and then we'll talk about ethics. So there's some questions that you can ask yourself when it become when it when it comes to rules and expectations. And the first thing is have we discussed the dangers potential dangers of artificial intelligence with our children? And to do that you have to know what those dangers are. So we as I mentioned before outline some of the things that are out there. Um but you can also explore some of those dangers just in the conversation with your children. So step one is ask yourself this is kind of a selfch check um of where are you when it comes to setting the stage
013for um minimizing risk in your family. Second thing you want to ask is have we established clear rules and boundaries for AI in our home? Um, in order to do that, you need to have a sense of what it can even do, right? So, it's hard to put boundaries on something that that maybe you don't have a full understanding of the cap capabilities um that are out there. And so, again, prior videos in this series, we've talked about that. There's a lot of learning you can find online about what's available and then just through your own experience. Um, the third question you should ask yourself is, do we monitor our child's online use and AI activity? and um do you know what to even monitor, right? Do we know what is AI and what's not?
014Um and so do we monitor that? Are we aware of what's going on? The fourth thing that you're going to want to ask yourself is do we teach our child um are we teaching our children to be critical of AI generated content? This is incredibly important. Um just like in any digital environment when we talk about uh digital literacy for students, it is more and more imperative that these are critical consumers that any information that is gotten online is treated with pretty heavy levels of suspicion and the need to verify um triangulate that information and verify its accuracy and just because the AI created something um doesn't make it true. And then the last question in yourself check is do we model responsible AI use ourselves? So are you using it? If you are um
015are you doing it in a way that your child sees you using it and sees you using it responsibly? And if you are using it and you're not using it and talking about it with your children, um that might be a missed opportunity. uh if you talk about in your work for example you're using this this AI tool to do your work and you talk about that at home that can help uh open up the con uh conversation and the communication channels around artificial intelligence so that's your selfch check now as I mentioned before every family is going to have different rules just like you have different rules about how late a student can stay out and where they can play and you know all these other things that you have as rules and expectations
016that are patterned for you and your family and your children and the risks that your children might face. Um, that's the same case with AI. There's going to be things that may be uh different in different families and that's okay. However, there are some baseline rules that I would strongly recommend be the foundation of any family's artificial intelligence um rules. And the first one is the one of the family rules should be that we never share personal information in an artificial intelligence environment. Now I would say that that extends to any online any digital environment and that should be a hard and fast rule in your home that a child is never to share personal information address uh where they're going to be those sorts of things location never ever get shared. Um it's very
017important rule number two that students never share their secrets with AI. One of the things that's emerging is AI is simulating a personality. Um the chat bots, right? You can go on to Gemini or or Chad GBT or any of the other ones. Um there's there's one website uh that has entire personalities built um that students can engage with these artificial intelligence personalities and they feel like a real person. They feel like somebody you can trust. They feel like you could tell them your secrets. But it's important that your child or your children understand to never share secrets with um with an with an AI chatbot. No matter how safe it feels, important that they don't do that. The third baseline rule is if AI says something mean or scary or weird that the student
018should close the app, close the program, shut it down, and come tell you. Tell the parent, tell a responsible adult. Um, so if it doesn't sound right, if it feels right, if it's something scary, um, it don't try to dig into it deeper. Don't say, "What do you mean?" can just close the app, close the phone, close the laptop, and come tell mom, dad, trusted adult, right? Um, and then you can investigate what just happened. The next rule, hard and fast rule, is don't believe everything an AI tells you. One of the things that AI is really good at doing is really sounding like it knows what it's talking about, even when it's making horrible mistakes. Uh we've talked about in a prior video the um the uh tendency of AI to do what's called
019a hallucination where it can just create information out of thin air. But what it never fails to do is seem confident in what it's saying. This is true. And so teaching your child that you should never believe everything that an AI is saying and that you should always verify um and find out, dig into it more, talk with your parents, etc. And I think the last bare minimum, these are all bare minimum baseline rules, but for you to consider is, and it sounds really kind of silly, um, and I just on its surface, right? But use AI for good things, not bad things. And the the reason I like this is yes, it's vague, but I also like it because it's vague. So what I mean by that is a lot of times we want
020rules to be very clear and specific. Um, and that's very useful. Sometimes, however, having one that might be a little vague is also useful because it allows you to have some really great teachable moments. Um, so if a student were to use an AI, say, to complete a homework assignment when they weren't supposed to, um, the conversation you can have with them after that mistake in judgment would be, we've talked about not using AI for bad things. Do you think cheating is a bad thing or a good thing? Right. So, you're leading a child through that conversation and it's kind of a catchall rule um that allows you some flexibility um as you encounter things that we don't even know what to expect, right? Because it's all happening so fast. So, now let's talk about
021some rules that are a little more restrictive. Let's say you want to have just a little bit more of a clampdown on AI. These are some rules that um can be very helpful. Um I recommend all of these But this video is here to give you alikar. You can pick some of these things. If they don't work for you, that's that's up to you. So, first is AI use can only be in common areas. So, I don't want you in your room on the phone on your phone talking to chat GPT with the door closed, right? I don't want you on character AI um when you're by yourself. uh if you're going to be doing you have my permission to use um chat GPT for you know practicing the vocabulary words but you need to
022be in the living room um with your headphones on but within my line of sight great rule um which leads to no unsupervised AI use. So they might say well there's no a there's no common area where I'm working okay but the the next level rule is no unsupervised AI use and so you can choose that as the rule. um it gives you uh it gives you a lot of uh leverage. Um if you're by yourself, you may not be using artificial intelligence. Also, only specific AI tools can be used. So, you might say, "Hey, as a family, I've looked into Conigo. Um and it's a good study tool. I like it." And so, we've we've approved that as a family that is usable. That's okay. Nothing else, right? or we like KIGO and we
023like Gemini but nothing else, right? And if you to your child, you might say, if you stumble on something that you want to use, you might end up getting to use it, but we have to approve it first. So, please come and tell us if there's something you want to try before you try it. Um, great rule. Um, strict AI time limits. This is a great rule even if it's not about AI, right? I know a lot of families do strict time limits on um, social media, etc. Um, and so applying that to artificial intelligence is is a a great idea. Um, I know sometimes parents will say, "Well, my my child is concerned about their privacy." Um, if there's one thing that I learned in my childhood is as a child, I've not entitled
024to privacy. And in the few times that I might have had privacy, things that maybe shouldn't have happened happened. So, you know, invoke your right as a parent to intrude on their privacy. um and go ahead and have account checks, right? So, if you approve that they can use a certain AI tool, make sure you're aware of the any parental uh controls that are available and any logging of the uh conversations that have been had. So, for example, you can go into chat GBT and see what conversations have been had. You can see this the the thread of what has been talked about. Um so, great rule. Uh there also could be no AI times, right? Like you're not doing artificial intelligence right now. Um we're not doing anything AI at dinner. You cannot have
025your AI chatbot with us at dinner um or in the evening when you're supposed to be doing homework or you know whatever whatever your role is. Um you can also turn off AI features on devices. So uh if you dig into your iPhones or your Androids, you'll find increasing controls because AI is is becoming more common in these tools, more interlaced into the functionality. Um, they also then have to provide you options, they don't have to, but many of them do to shut them off, right? So, if you don't want AI getting into your calendar or or you know, you don't want Gemini, if you have a Google phone, you don't want Gemini um accessing your Gmail, you can turn these things off. So, you'll need to explore the controls. Um, and if your child
026has a device, you can say, "Nope, I don't want this tool on on my child's phone or or laptop." And then, um, as I mentioned earlier, you can kind of word it this way is that there is no tool that can be used until I, as the parent or the responsible adult um, who's in charge of the child have signed off on it. Um, and that I know what it can be used for. I know how it works and I think this is beneficial for us. So, those are great rules. They're more uh more restrictive. Um but will really get you started in a safe space. And I know some of you might really battle with um having kids that are going to want to push back on those rules. Um and maybe but mom,
027everybody's got it. You know, all my friends are using, you know, character AI. um you know using that as a reason to bend your family's values and your family's ethics around what you want your kids to do is is often leads to problems, right? It's really hard to maintain your expectations um when we allow the actions that other families might allow, right, into your environment, right? So um you want your what your children are allowed to do to align with what your family's values are um not have a disconnect. Right? So, uh so if you want to dig in a little bit more into where are these places where some of the dangers are lurking um you can do obviously do regular internet searches. Interestingly, you can use uh you can use a chat GPT
028or a Gemini and ask it about potential dangers. I'm a parent, you know, I talked about writing a good prompt in a prior video. I'm a I'm a parent who's trying to help my 12-year-old navigate an AI world. Um, what are 10 of the most common uh dangers or things that I should be concerned about? And start a conversation with it. And you'll be um surprised to find that it's pretty good at having that conversation. Um, but there's some others. Uh, one of the ones that's been in the headlines uh for some problems um has been character.ai. Uh that's the one I mentioned earlier where you've got uh these characters that are artificial intelligence uh characters that that uh have certain skill sets and students develop um can develop uh they they can have conversations
029with them and sometimes it can be perfectly healthy under parent supervision. Um can be useful, can be fun. Um, but there's also been cases of that going south and um, uh, having outcomes that you wouldn't want your child to to have to deal with. So, dig into character AI a little bit. Make sure you're aware of that. Um, it's been pretty popular with kids. And then any of the LLMs, the large language models, we've talked about that before. Gemini, chat, GBT, Grock, um, they're all out there and they all can come across as your child's best friend if you're not careful. So playing around with it and seeing what it does gives you an idea of what your child might have access to or does have access to if they have a device and internet
030access. Um AI image generators are a particular challenge. They're incredibly useful where you describe a picture that you want, you describe a poster that you want to create, you describe, you can even do videos um uh through description only. Uh and so explore some of the image generators. There's their image generation in chat GBT and in Gemini. Um, but there's also standalone image generators. If you just search online, you'll find a lot of them. But you can see the sorts of things that a child might do that you wouldn't want them to do. And you can also do see the things that they can do that you think would be great that allow them to be creative. Um, but again, if it's happening in a common area, it's happening with you around. Um, that's going
031to feel a lot safer for you as a as a as a family u as a parent. So, uh, next up, there's a there's a site called 11 Labs. Um, and it is a voice, um, an AI voice generating site. Really interesting. So, if you want to know u, and there's there's others, but one that is really kind of feels like it's doing some really interesting things. Um, for better or for worse, that's up for you to decide and it's all in how it's being used. Um, but if you want to see how do you create a voice, how do you clone a voice, how do you take a famous voice and make it say whatever you want it to, um, that's a site you might think about looking at. And then take a look
032at anything that's offering homework assistance through artificial intelligence. If you do homework assistant searches in um like the play store for Android or the app store for uh for Apple, um homework assistant apps, AI apps are some of the biggest most downloaded apps out there right now. They are being used by kids a lot. And so take a look at them. Things like Photomath, if you just do a search, you'll see the list of of some of the more commonly used ones. And so take a look and see um you're looking for potential problems. Is this just a tool that can help my child cheat, for example? Um, but you're also looking for could this be a tool that could be useful um under my supervision? So, um so those are if we really just
033talk about expectations and we talk about clarity with rules um the the kind of the the final bow on that is very clear communications about consequences. All right. So, it's one thing to have a rule, right? It's another thing to have some sort of an outcome associated with the we value this enough to not just say it but to associate a consequence with it. And as long as that is clearly understood on the front end by your child that if any of these things are violated this is what will happen. Um a lot of times parents choose to have the access you know maybe taken away or whatever whatever you decide is the appropriate consequence. Um, but having that consequence and sticking to it is one of the ways that you can support um your
034your family values and your family rules around artificial intelligence. And I know that can sometimes be the hardest one, right? So many kids have amazing puppy dog eyes and they look at you so sad. Um but that's why if you predetermine on the front end without the emotion right without the anger just so you know this is what will happen if that well if that happens to occur you can say you remember we talked about you know it's unfortunate but here's what's going to happen um it was already agreed upon I'm not making that decision out of anger um okay so let's move on to what I consider to be the underpinning of all of this um you know really we worry most about our kids when they're not in our sight, right? We worry
035about um what what behavior is occurring when I'm not around? What about when I'm not in the common area? What's going to prevent my child from um not doing the rules that we set out as a family? Um, how how do how do I know or how comfortable am I that when they are around other friends who are from families that maybe don't have these same rules that they are going to reject the beliefs that we have as a family and instead emulate the other family? What what decreases the odds that those things will happen? And that has a lot to do with the ethics that you have established as your as your kind of your baseline for your family. And so how do you do this? Well, it's it's it sounds complicated. In some
036ways, it's like intellectually complicated, but it's actually not hard to to begin to make a difference right away. Um, so how do you talk about these things? Well, first you start with simple concepts, right? And then you build up to more complex ideas. So, start simple. Don't get complicated, right? So, um things like do you think an artificial intelligence is it alive? Uh who's responsible if if an AI makes a mistake? you know, these kind of simple questions, but there's a million answers for them that you can now discuss. And in the discussion, you start to imprint your family's values um through that conversation. Uh in the downloads that we have to go along with this video, I have a whole bunch of starter questions that allow that go from simple to complex that will
037help you if you want to pick from those. Um and you won't even have to think too hard about getting started. Um, so download those and and you can start having those conversations. Um, use real world examples and scenarios to illustrate ethical dilemmas. Right? So I saw on the news last night that a student um created a picture of another student in the class um doing something embarrassing and then sent it to all the other kids in a classroom. Um, what do you think about that? How might that have been hurtful to someone? Um, how could we make sure that sort of thing doesn't happen? Uh, if you were to hear of something like that going to happen, what what would you do if you if a friend of yours was going to create a
038fake image using AI and send it to all your friends? What would you do? Right? Um, great conversation. Um, encourage critical thinking and questioning, right? So, talk a lot about, oh, I I found this online um or this came up as a fact online. Um, but how do we know that's true? Um, how come the only place I can find this is in that conversation with a chatbot? Uh, how do we know something is true? How do we know if something is real? How can we um increase the odds that we're getting accurate information? Uh, what are some second steps you can take if an AI tells you something? These are great um critical thinking pieces that you can help your child practice. Um, I think one of the most important ways to get to
039the ethics piece is to emphasize the importance of empathy and respect for others. If you want to talk about an ultimate safeguard, um, a really an ethical underpinning that will prevent most of the problems in terms of a student being a perpetrator or a bystander of of uh, inappropriate AI use. It's this idea of empathy and respect. And so if you're empathizing and respectful, it's going to prevent you from making a lot of the bad decisions that we've outlined um in this video, right? And that includes being respectful of yourself. If you're respectful of yourself, you're not telling strangers online or an AI online secrets that it shouldn't know because you have respect for us as a family, for you as a parent, and respect for yourself enough to know that's not a good decision,
040right? If you have empathy for others, you know that distributing a AI generated image of someone um you know what that would feel like, right? You can imagine if that were done to you, right? and how would that feel? And that's such a great way to approach this idea of empathy with with kids is what if this was done to you? How would you feel? And that may seem simple, but oftentimes children, especially younger children, tend to be pretty egocentric and they're thinking through their their their their eyes and what them out, right? Instead of what would it mean if that were turned in on them? um and they don't understand until they experience that kind of the hurt or whatever it is that might be inflicted through some of those inappropriate behaviors. So, ethics
041is a complicated topic, but fun to talk about. It's the pl it's the learning that can happen anywhere, like I said, in a car, in a drive-thru, um at a ball game, and you name it. You can have these conversations. And what's really cool about them is if you haven't had time, you probably have it. You've been busy. You've got a life. You've got kids. Obviously, you're you're trying to juggle a million things. And here's just one more. Right? So, maybe you haven't had the chance to really think through what should my rules be? What should our family? I don't know. Well, you can literally have these conversations about what's right and wrong with your kids, especially using some of the discussion starters that we've provided for you, and you can start to form those
042belief systems right then and there in the conversation. just you don't have to pre-plan them. Um what's right to you and your family is going to feel pretty obvious. So I've mentioned it multiple times. We have several downloads for you. So you can download the AI discussion questions uh for families. I think you'll find them very useful. Um and if you were to have, you know, talk about one of those questions, maybe do one one a week or two a week. Um you'll really cover some ground. So let's summarize what we've talked about. It's important to know that students can be victims or perpetrators, right? Um, for every victim, there's usually a perpetrator. Um, so and and a family never wants to believe that their child could be a perpetrator. Um, but you know, some
043of the most wonderful kids and people in the world make mistakes. And what we're trying to do is limit the possibility that that's going to happen with you in terms of your child being the perpetrator. And for every less and for every perpetrator that doesn't take action, we have many less victims. Um rule clarity around um that combines a sense of ethics um with the rules um is a great way to minimize risks. We've talked about developing ethics through dialogue, exploration, and critical thinking. Um again, it's the topic that just keeps on giving through discussion. and then develop and communicate clear rules and identified consequences. So that kind of summarizes what we've talked about that this this this topic is rich and it evolves and we especially when we talk about specific threats. Um what
044is a threat today as I'm recording this video um at the end of March in 2025 is likely going to look a lot different by the end of April. Um so you know we try to stay on top of things but that's again where the ethics come in um and helps you to deal with new threats and new challenges um because you've already established this foundation. So you can download um a few other things as well. You can download our family AI contract um that is u an AI contract that you can um pattern to be your family's you know your agreement and then actually literally sign off on it. have have your your child sign it. This is what we agree to. Um make it your own. Uh but it is having a contract
045is actually a pretty useful um tool. It also makes a unemotional thing to revisit if if a child makes a mistake and remember we agreed um in the contract and and it's right here. We all signed it. Um so you can download a sample u make it your own. And then um there's AI safety tips for families. I've got some concrete um uh tips on ensuring safety, many of which we've talked about in this video, but they're um succinct and clear. Um I've been known to not be succinct and clear. Uh so boiling it all down to some really clear points. Um there's also some links uh in that document to some of the most wellestablished places for parents where there's lots of parent toolbox um sites. Uh common sense media uh for example is
046one that I've listed in there. If you haven't checked out common sense media um has a lot of tools for parents especially around artificial intelligence. And then again um you can download the discussion guide for ethics. So that makes three downloadable documents. Um we are uh un um unveiling a parent site um that is in conjunction with our YouTube page um where this video is housed. And so if you go to bsd33.org to the parent section, you'll see the parent educator education learning uh the parent learning hub and these videos are housed there as well. And then the downloadable documents um can be downloaded from the website as well. So go there, get those documents and then the cool thing is is that leads us to the try this today. And I if you remember
047in each of these I've said here's something you can do right now. So right now download the ethics video the ethics discussion guide um and then use it to start a conversation with your child about ethical implications. Just try one. I think you'll be really pleasantly surprised with what a rich conversation one of those questions can start in your family and actually will make you um make you really think yourself about stuff that maybe you hadn't thought about. I know I I hadn't. Um, and then another try this today would be to explore one AI site yourself and make sure you're familiar with it and say ask yourself self, what is one way that this tool could be problematic for me, my family, my child and that this kind of practice and insight into where
048could the dangers lie is um very useful. So then um that moves us to our next um look ahead, our look ahead. Our next video um in the series is going to be supporting core subjects. So we're going to go back to the kind of the positive productive side of artificial intelligence and we're going to provide you some specific ideas on how to use free AI tools to help your child with reading. Um we're going to talk about can AI be a math tutor and then can AI help your child develop their writing? And I'm going to tell you right now, hint that the answer is yes. Um or I wouldn't have included it as a topic in a video. So, as I've mentioned many times, I'm I'm not too proud to beg. Please like,
049subscribe this channel. Um this channel will not only house AI videos, but other really interesting things for families and AI. It just happens that these AI videos are the first of the videos to go on this site. But please share these these videos. Share this video. Um, put it in your in your personal social media feeds, share it with family members. If somebody you know has a child, send it to them. Uh, we just want everybody to get a message um of how they can positively engage in in an AI world. Um, it's hard enough being a parent. Um, but now with this new layer of complexity, um, families need all the support they can get. and we're we're pleased that we can offer that um through this this uh forum. So, if you have
050questions, remember, feel free to reach out to the district. Um we are always eager to to help and answer those questions. And if you have suggestions for things you'd like for us to talk about in terms of artificial intelligence, again, feel free to share those. And uh I really appreciate your um attention during the video and uh look forward to finishing out this series with some really exciting ways in which AI can support you and your family. Thank you everyone. [Music]