001once if you can hear me clap twice if you can hear me there we are good morning everybody thank you and I hope day one of the AI Summit has lived up to or exceeded your expectations we're excited to be GA together today on day two of the summit and we'll have a busy half day together we have a special treat this morning a student soapbox speech to introduce our student speaker superintendent Michael matsuda thank you good morning for a week there's been so much networking and talking and learning from each other uh we're getting really really good feedback I I just want to I know our we have a soft lunch and kind of a grab and go lunch but uh we encourage uh you to stay uh that's I just want to open
002it up and get some feedback from you uh about this conference and Beyond uh we hope to be able to host a a conference next year in 2017 I was invited to India by my good friend the former mayor of this great City Tom Tate who um is known for kindness and creating a city of kindness I was invited to have an hour and 20 minutes alone with uh Tom and his Holiness to Daly Lama and of course I said yes I'm in I'd love to meet him and we went to uh Delhi and uh I had um some time with uh just a a great spiritual being and uh the reason why he was interested in I guess meeting me because I represented metaphorically all the Educators in the world and we with Tom
003Tate and I we really were trying to be make kindness real and it's more than just a smile it's more than just our prayers and thoughts are with you it's really about taking action and his Holiness said one of the I mean the guy really is has an aura and you feel it you feel that energy and that love because he's always smiling and and um and he laughs where like like that it's very it's uh endearing and he said the challenge with the United States this was in 20 17 is that um many adults need emotional hygiene he laughed like that he goes you need emotional hygiene but we had a deeper conversation about the purpose of education and he said the future of the world is in your hands and really Educators need
004to be more intentional about education and educating and he we had a really interesting conversation about empowering young people with their own through compassion and affirmation of who they are and giving them spaces to share who they are and fast forward I had a chance to meet some amazing leaders in our business in corporate world ahsd has about 115 corporate partners and nearly all of them say that it is so important that young employees have a sense of purpose and belonging in the organization that they choose and I think that's so true more true now than ever before that we educate ators need to build spaces for students to share who they are to affirm their identity affirm their stories and listen to voice and I think that we are at a very critical juncture
005in this country and in the world and so in Anaheim Union High School District we've instituted um all types of ways for students to Express themselves through student voice and we years some years ago we sent a number of teachers myself included to Chicago to be trained in the Mikvah soapbox speech and again I want to put a shout out to Brian Brady because he led that nonprofit for many many years where's Brian [Applause] yeah that really influenced me because basically the soapbox Peach is a truncated Ted Talk Ted Talks only 15minute two to 4minute speeches that affirm a student's ID identity and voice but what we also did in Anaheim is we grafted that speech um the kid would then um think about what their purpose was and what they wanted to do with
006that purpose and hence I I think it made our Civic engagement grow because often times when you find your purpose you want to do something about it and it could be writing letters or it could be presenting to the school board or the city council or I mean figuring out what level of government for example is responsible who's respons who benefits and who's responsible for what and I think what you're about to see and listen is one example of uh our amazing students who are in your district and we're 7 through 12 District you can imagine when we start this in 7th grade all the way to 12th grade right what type of kids are coming out of Anaheim Union so I am very very proud of the the teachers who've done so much work
007unleashing the student voices in our district so we have a young lady that's going to share her soapbox speech a senior from Magnolia High [Music] School not notice the Clapping started from a magnolia teacher right here so um so let's give it up for Leticia Alvarado [Applause] Franco hello everyone my name is latisia and I guess I'll get started out at the age of 8 I spent my evenings brewing coffee for my mother at 10:00 p.m. before locking the door behind her as she left for work and putting my siblings to bed my story began with burnt coffee grounds on a dimly lit stove over 20,000 ahsd students according to the Department of Education identify as lwi income we spend our evenings riding the bus home or working afternoon shifts to support our families however
008despite the work that bus riders and part-time student workers pour into their education the reality is that disparities and lack of access to educational resources continues to inhibit our College Success with intensive tutoring upwards of $1,500 at the disposal of children whose parents fall under the higher income tax brackets students without these same opportunities fall at an incredible disadvantage and research exemplifies this Gap quite clearly according to the National in Institute of Health low as measured through academic assessments fell on average three academic years behind their higher income counterparts and even with local schools implementing free after school tutoring programs the reality is that staying after school might not be feasible for thousands of students for bus riders staying until 5:00 p.m. translates into rushing home at 6:00 p.m. or even arriving later into the
009day as such our time spent attending after School tutoring often comes at the expense of compromising family responsibilities we need support that works for us but with the rise of generative AI tools we might just hold the key to maximizing student potential where students previously lacked access time and resources to attend after school tutoring we now have the ability to leverage AI able to summarize data at any grade level tools such as Chachi BG can easily adapt to the unique needs of our struggling students in fact research conducted by Carnegie melon University determined that after receiving assistance from AI in addition to in-person instruction 83% of participants increase their subject test scores that is to say that combining teacher assistance in the classroom with generative AI tools could further support low-income students in overcoming educational
010barriers imagine a world where as students arrive home from the their afternoon shifts or return from picking their siblings up from school they no longer feel unsupported in their academic Endeavors instead with a touch of a button students can now access personalized support to understand Shakespeare or the answer to a three-hour long calculus problem whether it's by speaking at our school meetings or can all play our part in helping the bus riders that live within our local communities through our advocacy for ethical AI use we can can advance equity in schools both locally and at the national level 16 and 17 we still brew coffee for our parents we still put our siblings to bed every evening and with the support of our teachers districts communities and most importantly AI we look forward to a
011future brighter than the light on the stove thank [Applause] you [Applause] thank you letia for sharing those amazing insights and perspectives with us this morning another round of applause for letia Alvarado Franco Magnolia High School what a great way to start the day now let's keep things going with an outstanding fireside chat on the important subject of how we can develop AI strategies to advance Equity our fireside chat today is moderated by Kenji trainer vice president of Partnerships and learning at the Stewart Foundation and includes ano Garcia professor in The Graduate School of Education at Stanford University and vice president of the National Council of teachers of English and Rudy Escobar the stem and computer science coordinator for the Stannis County Office of Education let's give him a hand as we're getting set up here
012take it away Kenji good morning with you I am Kenji trainer vice president uh at the Stewart Foundation of course want to start by um expressing big big thanks for the invitation and the opportunity to to participate in the conference um for those of you who reviewed the app and the program I'm not Sophie Finelli who is the president of the foundation unfortunately um got stuck with some family obligations at home but I'm so pleased to to be here with you all uh of course if I had a choice would not have wanted to follow latisia I mean amazing like what a hard act to [Applause] follow so you know uh we have just deep appreciation to to uh superintendent Mike matsuda and and everyone uh in Anaheim Union for organizing this amazing Gathering and
013of course for all of the sponsors and and panelists and contributors so it's it's really just been a fantastic event so far um and you know reflecting back given this topic of AI and Equity um so happy to have heard this theme and and set of questions and and tensions come up already so much through through uh through yesterday um you know Mike actually opened with this powerful framing story of Prometheus and fire and how humans were given this power that they didn't um is that really needs to be core from our from our Humanity so you know these these were critical cautions because of course we now have ai to to sit on top of these what we know are existing uh inequities in our society of course the pandemic made that so so
014clear um yesterday we heard from Jean Claude and Alex and and Mary do about Equity concerns with AI um including access challenges um major disparities and who gets connected um in what ways they get connected biases in algorithms and llms um you know I was struck in that session in particular by a comment that llms cannot realistically become unbiased really anytime soon um and that it's important and necessary to provide feedback to developers and um and a combination of of domain expertise and experimentation will make AI better and and less harmful um you know that sounds very very clear and practical uh and I get it but it also struck me personally as placing a burden to some degree on on users and we know that the least resourced and the least powerful among us
015including many young people um are going to have not such a strong ability to carry that burden but they're definitely going to bear um you know the greatest harms from these biases that that go on addressed um Dr an you know directly I think just challenged this question about Equity around amplification and intention you know are we going to acknowledge and address uh equity in in AI what is the Sorting function that we know schools were sort of set up um to ration out opportunities and you know how can AI be used to to either reduce those disparities with intentionality or are we just going to let the power of AI actually amp amplify who's already advantaged and who's already getting left Left Behind um I personally in one of the breakout sessions went um
016to hear from Dr Allison Scott and Shaina white from the Caper Foundation about how they're putting Equity front and center through this deep work um helping Educators and students and others examine AI in the context of Education um you know why I think fundamentally in that session the question was asked why should we allow AI to impact us like other prior Technologies when companies quote unquote moved fast and broke things um instead of taking very very seriously the moral and practical obligations to just do deeper thinking about what the negative impacts can be from from supercharged algorithms and AI tools and and who's going to bear um those costs so these these two women Allison and and sha are amazing their work is super super powerful and they've made it all available to you right
017here in a guide uh on on on responsible Tech Justice and and AI so please please check it out k a p o r foundation.org um we heard yesterday at lunch from from Gabby Lopez at at the Chan Zuckerberg initiative really that like dignity and belonging and engendering our Humanity that is so much the core purpose of education and schooling that can never be replaced and and should not be diminished either by AI or or other Technologies um and and Gabby's comment about the humanness uh of of of the education Endeavor reminded me of of lessons from Michael fen's work also about adults in the system and understanding that human beings and our cultures and our mindsets fundamentally Drive systems um and AI can help change more positively those things or just continue to reinforce
018um you know how we're set up with with inequities so at the very end of the day I was in a a packed room um with Educators and and very much District leaders who were hungry for like the most practical of practical information and support on things like policies and and guard rails around AI what is acceptable use um and you know there was very much a sense in the room of Chief business officers and litigation and financial liability and all those things but there was just as much this like very protective desire for young people and adults to have a sense of Safety and Security and the risks are really really real data privacy and Ransom attacks and geolocation and targeting and all of those things and so for young people who may already
019be vulnerable due to other kinds of inequities in their lives you know what is the responsibility of every teacher and every District to mitigate what might be unequal risks also online and with school provided AI applications so you know given all of these ideas and discussions that have already surfaced it's it's really a privilege to be able able to moderate this conversation with with ano and and and Rudy as two experts who are going to share their thoughts about uh equity and AI this morning um and and while they're not here on stage I also feel like uh definitely have to express real big gratitude to the folks at the UCLA computer science Equity project um particularly Dr Jean Ryu and and Dr roxan Hadad who were just like generous and and and giving as
020as planning contributors as as we tried to think about this session um and I know I've been talking for a bit but before I turn to Rudy and Intero wanted to offer just a point of view about like the steuart foundation who are we why are we even here um you know we come to this discussion as a foundation that's not technology focused frankly uh we're not born out of a technology company like Chan Zuckerberg initiative or google.org um we're a family foundation and we were formed nearly 40 years ago we're really committed to supporting life outcomes for young people through education uh since 2020 we've been reflecting a lot on what we already know about adolescent development in particular that for adolescents is this critical period of human development and major physical changes puberty
021no fun but also you know hyper malleable like brain growth you know the same as in early childhood honestly um and and these very other consequential social and emotional and identity changes are happening in adolescence but those are built from the experiences and the relationships that adolescence can have and so at the foundation we're really driven by this belief that adolescence is not to late to find purpose and to find passion to learn how to learn which came up yesterday to struggle and become proficient at engaging with people that are like really different from ourselves right this cross tribe experience if we're participating together in school um all of those things are are are going to have implications and and affected by the Learning environments that young people are in so at the Stuart Foundation
022we also draw from Decades of work that is not focused on education but actually on young people in the child welfare system and experiencing foster care um and we know that these youth along with many many other systems involved young people whether that's the criminal justice system or homelessness in the public Sheltering system you know many of these young people are already experiencing really unfair and unjust costs from the role of algorithms and AI in how these systems behave and operate um the national Center for Youth law which really focuses on a civil rights frame for young people is going to be releasing very very soon some recommendations about policies to protect children and young people in an AI powered world including Beyond education because as we already know you know more than 50% of
023American young people have integrated AI into their lives somehow whether in or out of school it's like these are the generations that cannot Escape they're are living with technology woven into all aspects of their lives more than a third of students are using AI tools not for schoolwork but actually to learn about and deal with anxiety and mental health issues I mean amidst a crisis of social connection do young people need more adult human engagement or simply communication with chat Bots to like find their way to Greater well-being um you know and and and in some of these most sensitive areas of young people's lives around education and health and safety public systems are using AI tools for surveillance and for profiling particularly with immigration and criminal justice they are applying biased Diagnostics and intervention
024actions in health care and to some degree in personalized learning particularly around you know disability responses is um and again the background that we have around young people in the child welfare system you have ai determined family removal and Foster placement recommendations and decisions happening already um and so given those realities and harms you know the national Center for Youth law is really putting forward this idea of a civil rights framework uh for young people in Ai and I think in education the question I I have for us is whether we've thought enough about that kind of civil rights frame um and are the potential Harms in education just as Stark as what we're seeing some young people experience outside of school so the steart foundation most simply were focused on on on these two
025high priorities of supporting all of California's adolescence to thrive and then transforming systems for Equity so we we believe in the immeasurable potential of young people despite what any AI powered prediction of their future might say we we we're all in on them and we are really certain that public systems are going to remain essential for any kind of social contract that supports dignity and equity for everyone across Society so given of course that next Tuesday is California's primary uh we view public education also as core to a healthy and functioning democracy um and and that of course is the means that we have for for establishing upholding any kind of social contract um so step off my own soap box now and and turn it over to uh ano and Rudy but but just
026wanted to offer some of those those thoughts to get us started um and and for Ando and Rudy would love maybe for you all to start the discussion with your thoughts about how AI is you know often framed as a tool for efficiency particularly in education um but what about equity and what about authenticity um you know what what are your views on on some of those things whether that's authentic learning and teaching or as we already heard um you know authentic voice and expression from young people yeah thank you um there's a there's a nice we get the the fire picture here so can kind of warm our hands up in front of us um I'm thinking about authentic authenticity and efficiency together particularly to leticia's words and in her in her Soap Box
027uh and I really appreciate the way that I'm looking at her there a big room but I really appreciate the way uh that you um they really reminded us I think of the most disruptive and Powerful form of Technology that's shaping schools right now and that's the school bus uh it's not gen right I just want to recognize that every day in California except on the weekend Saturday uh 700,000 kids get on a school bus in this country in this in this state alone right and we can think of the ways and my research team and I have have argued that the school bus is the most disruptive form of educational technology to ever shape US schools uh setting aside every single form of technology that might be on your minds in this room right
028now right none of them come close to the ways that students lives are disrupted it for the sake of efficiency right not for the sake of authenticity right it is efficient to get kids in the name of school desegregation in the name of equity to get kids from one place to another and we treat them like Cargo in these spaces right um and so I just want to kind of like acknowledge the the kind of uh we'll talk about Downstream effects I think later in this conversation but kind of acknowledge the kinds of long-term effects of what's it mean to spend thousands of hours on a school bus across your K12 schooling experience right what does that do instructionally pedagogically right and if we think of that as a kind of beginning thinking activity we
029can now kind of think through similarly right what are the ways where implicitly tools like gen right uh uh large language models might also uh over time shape our dispositions shape our assumptions of what our participation in society in our uh in a healthy functioning democracy can look like right uh and so I just want to like name that as a starting place um as a as a former English teacher someone who cares about English I think it's the it's the most important subject I'm I'm biased about this uh go go English teachers by the way for the uh so as someone who cares a lot about English we talk a lot about authentic voice right uh and we talk a lot about authentic voice and most of the ways that we assess in English
030classrooms and that teachers are evaluated in English classrooms is our ability to regurgitate uh generic arguments right argumentation and persuasion are the name of the game in this moment of Common Core in this moment of the rise of Science of reading again kind of thinking through what are the trends that are happening in in ela spaces and so when I think about authentic voice right I think of the many inauthentic ways that textbook companies that teacher education programs tend to focus on what is supposed to happen in English classrooms even though that doesn't look like what reading and writing looks like outside of school right I I would I would argue because I'm a professor I like to argue I guess um uh to my in-law Chagrin uh I would I would argue that uh
031my that kids today uh read and write more than any other generation right they spend most of their time recreationally reading multimodal complex texts that we don't count as reading in schools right that we don't assess that also I'm not I'm not advocating that we assess the by the way that is that that's that's not the that's not the goal um but I I would argue that knowing we're in this hyper literate moment as a society right uh is the best we can do uh how use gen geni to write a better version of The Great Gatsby essay right I want to put that up as like the straw horse argument that I don't think most of you actually are are advocating for in this room um but kind of hold that up as the
032we can do better in schools because we know kids do better outside of schools right and wondering what that bridge might look like maybe as a starting place for um a push towards authenticity as a way to getting towards equity that's a hard act to follow uh so yeah building on on what you just said about the authenticity of um how to adjust to what's happening in the classrooms and it makes me think about how we used to teach in the past and how we are having to teach now and I think about I've always thought about AI being an efficiency tool just that nothing else creativity critical thinking is always coming from the human being and we have to think about how can we get our students to continue building that that momentum to
033continue having those critical thinking skills to continue having that an authenticity of their own voice involved into AI we have to be very careful not to worry only about the tools and what the tools can do but what are those tools doing and how are we actually having our students involving in these tools and I think that that's extremely important I always think about right now that big term prompt engineering right that's a big term right now there's a prompt engineering pathway I guess in that we know pathway I guess is going to go away because the more those language models get uh trained the better they're going to become but problem formulation will not go away and we need to think about how as teachers we can get our students to continue building that
034critical thinking skills for problem solving that's really what the student Bo comes into place that's when they really can give their own ideas their own thinking and we got to be careful not to standardize it to where everybody uses the tool everybody uses the same thing everybody gets that opportunity because then we take the creativity away me I think I would just add to the I I agree with you unfortunately I wish wish we had an ARG but I would add in addition to bringing in student voice right I think the voice that often times is missing in these conversations is teacher voice too right that uh anytime again I teach at Stanford so you know you can you can see you see the Google buses just kind of going by us right you see
035the Facebook buses kind of going by I guess I'm really fixed on buses apparently this is that's that's what I'm that's what I'm really charging against um but you see you know you you are immersed in in the workforce there um and often times when we think about educational technology and we think about the tools that happen in classrooms uh these are tools that are largely created not by teachers or often times not with the input teachers maybe they come in as like an advisory or like a test group at the end kind of rubber stamp I think what what someone else made because that's what they think kids need and it can be sold to districts and ways to make lots of money on teachers and kids right and so I just want to
036recognize that often times uh often times what I worry about in in maybe in this room in in these conversations are the ways that we Overlook teacher expertise and assume that teachers are not the experts in these classrooms right and so I just want to like acknowledge this is a this is a key part of yeah but for teachers that's great um just obviously acknowledge right that teachers in this moment what one I I can't difficult it is to be a teacher right now given all of this right everything right I'm just going to point existentially to the world um and thinking about kind of like what that means so recognizing like how difficult it means how difficult it is to be a teacher and a student right now I think gets us to the
037real heart of authenticity to some extent right so what are authentic tools a lot of my early research was on uh the use of cell phones and classrooms um uh it's outdated now because everybody's figured out how to use cell phones and classrooms we don't worry about it anymore uh that's actually not the case right we are still regularly worrying about turn away your devices turn off your devices and the reason we're in this problem today uh is because no one has taught adults how to properly use your cell phone right we uh you we are you are all I'm I'm going to blame all of you you are all at the dinner table on your cell phone right getting yelled at by your spouse uh the authentic ways that we as adults use tools
038penalizes what kids do with their with their Tools in schools right it's probably a similar kind of challenge we're going to face with geni right that the ways kids actually want to use technology uh like chat GPT like Dolly like you know whatever the next thing is right the video production stuff that's coming right the ways that kids are actually going to want to use that uh allowed and we're going to find ways to build up structures around it to remove the authenticity from these tools unless we are actively working with teachers and young people along all these steps I think that's just like one design consideration for us to think about I like that you bring that bring that up because um something that really caught my attention this morning when we were having
039breakfast hearing the difference the different types of level of understanding of AI in in for educators and when I think about bringing in those teachers teacher voices we need to think about all teachers and we need to think about not only which is typically what happens or we get this the ones that are above the level of tech understanding we need to bring in those teachers that have zero knowledge yeah of AI it's zero understanding of AI because their voice ALS also matters and they got they have to think about how how can they actually bring in what's the barrier what are some of the things that can that can make it more difficult for them and what are some of the fears that come out of this work yeah so thinking about what is
040already happening what is sort of in this near-term reality of education and AI um and ano you touched on this we also know that there's there's going to be to hear from from both of you about uh what questions you think we should be asking ourselves around those potential long-term impacts what are you seeing in your imagination what are you worried about you know in around the future of the long-term impact that AI can AI power tools can have in education I'd like to start with thinking about what what will AI do so five times because that'll be about 35 years above anything else that we do uh but I like to think about how what is the impact that it's going to have in our social interaction and how our students are going to
041be socializing are they going to be socializing with a human being or are they going to socialize with an AI and is that going to we are so working so hard for to do now so it's very important to think about what are the what are those things that are going to be touching later on if we just allow AI to take over we need to actually have an opportunity for for students to have steal the interaction they can I like to think about AI being AI but not making AI the main tool and that's important to think about to for students to have an interaction Educators also to have that interaction but don't allow it to become the number one thing as well as how are those models being impacted I mentioned a little
042bit ago about they're going to become better those those models are going to become better what we're feeding into those Models All of Us for example when you put a prompt in in chbt what are we putting in there what are we actually guiding it to do that is a long-term impact because that is something that depending on what we feed it that's what it's going to give us back so garbage in garbage out idea that's extremely important to think about I think I think about the long-term and I mentioned this earlier I think about longterm as um maybe like Upstream Downstream so you know if you or downwind right so if you were near some kind of industrial space right like what are the downstream impacts of living around there and so just want
043to name kind of like very very literally the the environmental impact of gen gen right like the the huge kind of energy use that we're talking about here uh in a moment when our world is on fire feels like a thing we should probably be thinking about right I've worried about the future of kids maybe we should think about energy consumption just seems like a basic thing that I have nothing I I don't know how to fix that but I don't think most of us in this room do either and that seems like a problem um so just want to acknowledge that right this is uh at least for most of us who are who live in California uh I didn't know the word atmospheric River until recently and now it seems like a thing
044that we just now just regularly have to encounter so thank you climate change I guess right in terms of like what this means as a space so just want like recognize there's some long-term impacts that we don't talk about and don't think about how to mitigate in this moment right in ways that I think are pretty scary uh and are going to directly impact the lives of of our children um so I want to name that I think moment from my mother-in-law um I love her very dearly uh and uh I think of during Christmas she wanted to play this like Christmas playlist that she saw somewhere on her Alexa um and she and her Alexa had like a real Tiff they had a real moment in the kitchen together um where she got like
045her voice got like quieter and quieter and more Stern right it's like Alexa I need you to play and you could I feel like you've seen this interaction um and and it's like I I still love I love this moment right because I think it shows you know the ways that we communicate with with robots uh and and there's a question around civility right and should we should we speak lovingly to robots or not right is a kind of thing to think about but I do recognize that with chat GPT uh as or you know as as a maybe a placeholder for for uh gen Tools in general um there's a way where we are programming young people to figure out how to effectively communicate with robots in order to elicit the information that we
046want where that is time that we could spend thinking more effectively about how to communicate democratically with each other right uh and yes these tools are going to get better at us being intuitive with them and kind of being conversational that's great right but the more and more time we spend on how do I revise my prompt in order for Gen to give me the right kind of response right is more time spent from looking at each other right and thinking about these assist of agents and so I worry about the long-term impacts of what's it mean to communicate with robots and teach young people how to communicate with robots uh in lie of the kind of uh increasingly limited time of of talking with one another right I think there's ways where gen tools
047are going to mitigate some of this and are going to support face-to-face interactions um but I don't think that is going to be a fix all right so I just want to recognize that to me the most sacred thing that can happen in schools is for kids and teachers to have a thriving loving joyful environment where they get to interact with each other that is as toolfree as possible Right There are very few places where that happen um and they have difficult conversations right so a long-term impact uh that will be uncomfortable to acknowledge right but a long-term impact is that we are always excited to talk about educational technology right as a field as Educators uh as folks in this field right this is a space that we will always show up and parents
048and teachers and students are going to be supportive of this in general right uh there is a there there is data that shows that this is going to improve long-term outcomes right we are very very afraid to have difficult quote unquote controversial conversations in schools right there is a highly contested uh presidential election I don't know if you know this right there's there's there's an election here get this let me let me tell you something you haven't heard about there's a presidential election happening right um there are multiple Global Wars right that students do not feel safe talking about in schools teachers do not feel safe talking about in schools right uh and we do not have space to talk about it here because it's not the focus of this conference right um but our
049ability to not have those conversations is teaching intense amounts of information to young people about what is valued in schools and what's not valued in schools we value the teaching about gen and learning how to do that better but not about teaching about the kind of real world crisis that we're going to throw on the laps of young people right and so I think that is a long-term impact that we've been encountering for a long time to to add on to that I I think that also something to consider that it's a long-term effect is the digital divide we are already are in a digital divide and now by bringing Ai and giving the opportunity for certain schools or certain districts to have the opportunity to have these AI tools or AI uh type of
050models it's going to create that digital devide that is going to be a lot greater than what we have now um I have experience with uh in the same school system div division between some groups are getting Ai and some are not and we know very well who are those the the ones that get that opportunity I have fear of that that's going to become a greater issue because like you said it has to do with a lot of uh where that money is being spent where everything is going so we need to also think about how can we make this more Equitable where everybody gets the opportunity and not just use it as one place I I feel like brudy that feels like a um this this feels like an opportunity to actually say
051something positive about gen someone who's been really down on it in this conversation I'll say like particularly to the digital divide you know I've been I've been doing a lot of work with uh uh individuals who are labeled as undocumented in this country um and one of the tools that I've been working with them around um is is using chat GPT as a writing tool for translation right and so just recognizing like the great leveling function of if you have an open AI account uh you can basically translate things effectively and free and almost instantaneously participate in the business world through email and and conversation in ways that probably weren't accessible to you um before right I just want to recognize like this is this is like a really powerful tool for um Second Language
052learners for uh for individuals who might not feel comfortable uh in particularly communicating in standard academic English and just that this is a really powerful opportunity that I don't think we we I we broadly uh teach effectively so just I think yay this is this is probably a bigger call for the digital divide work so particularly given all of those Dynamics and I think with the backdrop for example in a formal way of um participation in Civics and democracy but even in other ways and and um again as we heard from from Leticia earlier this sense of voice and agency uh is is is key and so you know any other additional thoughts about how you think a sense of agency in the world for young people might be impacted by you know by by
053Ai and and maybe these Dynamics around you know being a consumer or a Creator or as you said antera already you know um like AI for whom and in service of what you want sure may I think when I think about the agency piece uh I I wonder where can young people see their lives affirmed in these tools uh Dr Rudy and Sims Bishop has this kind of foundational idea of uh Windows uh mirrors sliding glass doors right and often times and this was this is kind of key theory for uh young adult literature children's literature that um young people should be able to pick up a text and see their lives affirmed in those texts right or see someone else's life as a as a as a window into other kinds of possibilities right
054and I wonder right so thinking of the the biases questions um bi bias question there's a plural thing that's going to drive me nuts now me driving home later like it was a biases uh but kind of like thinking of biases in Genai tools uh when do young people see their lives affirmed right when you when you type in uh engineer right does the engineer look like the person that looks like you right uh June when you created the picture of yourself right in your in your slide right does it look like you it kind of looks like you it's pretty good um uh yeah is good um and so like like all of these kinds of things right like do you see yourself affirmed like do you see your lived experiences when you um
055I had I had a student write down you're like what is the most popular fruit in in ch GPT and it said Apple uh and then um tried to say you know what is the most popular fruit in Cairo um and it still said Apple even though maybe it's it's pomegranate like we kind of kind of kind of think through like there is a western bias that exists in in in in these tools presently uh and so wondering you know where do we see ourselves affirmed feels like one piece of that agency aspect right but the other side of the agency is often times to me I think about agency as tied to like what do you get to do with this right and so when it comes to teachers and what happens in schools
056most of the ways we think of digital citizenship or online Civic reasoning or media literacy as kind of like some buckets um are around kind of like two foundational pieces that teachers are told to spend most of their time so one is about safety and civility right this idea of like you need kids to be safe and not bully each other and like stay safe in spaces that's probably important we we spend an inordinate amount of time on that rather than fostering agency right and the other side is around interpreting misinformation right and I think increasingly as we get to multimodal work with geni we're going to spend a lot more instructional time on the tools for like does it pass the crap test right do can you look at the kind of different kinds
057of media literacy Tools in order to understand if this is a real piece of information or if this is fake right and those are going to get harder and harder which means it's going to suck up more and more of our instructional energy on rooting out deep fakes rooting out fake information disinformation in ways that are going to be really pernicious for this existing Democratic crisis that we're in um but on the other hand and the more time we spend on that the less time we spend on agency and on allowing young people's voices to lead us and to ask critical questions and to innovate and to think through what powerful possibilities might exist and so I think those are kind of like key foundational pieces I'm also just in the back of my mind
058and I don't know how to link this together but I'm just going to say out loud we yesterday was the 21st anniversary of the Department of Homeland Security right was like a massive data space right one of like the key agencies that uses the kinds of texts that we're talking about in this space and so recognizing right the kinds of long-term impacts of these spaces and the ways they've changed what it means to be a young person in this country feels like an agentic conversation to kind of hold on to as a starting place I I think about student you know um student voice and agency are really what going what's going to move our society to strive and the opportunity to have them interact with AI what are those tasks that we're giving or
059we providing for students to interact with versus what are the tasks that students are going to interact with I feel like we have to uh be cautious to allow uh students to use AI for certain tasks but don't allow it to take the personal part of it that that voice right because it is important for them to continue having those conversations at you you mentioned something about uh giving them opportunities to discuss those Democratic systems discuss those ideas giv the opportunity those tasks for them to have voice in everything they do and yeah use AI for efficiency but not substituting it for the opportunity of agency yeah that's good there's so many more po questions here about uh for example who owns young people data and the portability and the transferability and the as you
060talk about the Department of Homeland Security in 20 plus years will this data ever go away or will it continue to follow and and haunt young people uh I wish we could get into that question and other questions but we're actually coming right up on time and so wanted to just throw both of you more of an open invitation is there anything else that you've been thinking about um and that you feel like this particular group of folks really you want to share with them about this question of of equity and Ai and you know maybe a minute two minutes each and then and we can wrap so I'm going to speak from my own perspective and my own lens and uh last thing I want to really you know with all these Educators here
061to think about is AI is here it's not going to go away the question is how are we going to use it and I like the the analogy of the fire right uh are we going to use it to make things better and be you know have efficiency or are we going to use it to make things that can be destructible and that question is always no matter what choices we make when we think about policy when we think about student agency when we think about the classroom itself and what are the things that we're using in the classroom think always about what are the two sides there's always two sides to to AI what are the benefits and what are the disadvantages of it and think about it that way as you bring in
062to bring in AI into your systems uh I was telling the story to some teachers that you see Irvine a month ago so but so hopefully this doesn't repeat for anyone in the room but I I have four-year-old twins they're monsters um and one of their favorite books um is called there's a monster at the end of this book uh this has some nods I see the parents in in the room um some of you are like what are you talking about but but but the rest of you I see you um and so this book is about Grover from Sesame Street and he's in the and he's B I'm going to ruin this book for you by the way if you're worried about it and turn the page like I can't believe you've done
063this you're getting closer to the end of the book right and if you if you finish the book I guess um and at the end it turns out that Grover is the monster at the end of the book right um and this book was not written as a cautionary tale for edtech people in general uh but I think about it right in terms of of right is the monster by us in the room right I think of this maybe from like a ship of thesis kind of way of like we've thought of these kinds of challenges and different kinds of ways with different kinds of tools and maybe this is different maybe it's not right but if we look at the history of educational technology one of my former colleagues Larry cubin spent a long
064time thinking about the histories of edtech in in the United States since like the 1920s since a century ago right and thinking through the kinds of continuing crisis that we've worried about the existential threats to what happens to classrooms right I think largely the same is that classrooms still kind of look like classrooms right they like that is one of the most resilient things that happened right for better or worse for young people classrooms continue to be what classrooms are and if we are not going to disrupt the traditional core model of what happens in schools not through an app but through policy through hard work through reimagining our Workforce uh nothing substantive is going to change around us as much as the world might be eroding at the same time so I just want
065to acknowledge Grover as our prognosticator in this space maybe as a as a final thought so thanks to Rudy and anio thank you all for being here it was a joy to spend Saturday morning with you thanks thank you thank you so much this amazing panel for your authenticity and real world perspectives this morning let's give Kenji Antero and Rudy another round of applause if you are looking for presenter slide decks from the AI Summit we have some amazing content on the AI Summit website we'll put a QR code up on the screen check it out to connect with our AI Summit content and resources presenters if you haven't yet shared your resources with Brian Brady