001Right. Good evening everyone. Thank you for coming to our parent workshop tonight. This workshop is about AI and the title of this is AI guard guardrails for families. How families and teachers drive responsible use. Now, this is not about whether robots are taking over the world or whether we're trying to find whether students are cheating or anything like that. This is about nurturing thoughtful discussions and knowing that although AI has great potential, um the judgment of humans is more important than AI. So, we're going to kind of walk you through this process. We're using the driving theme entire way through. So hopefully by the end you'll be um you'll have your learner's permit and you'll be ready to get in your car and go home. So uh I would like you to uh introduce ourselves
002to the introduce ourselves to you. My name is Stephanie Abra. I'm the chief technology officer for the district. >> Hi good evening. I'm Lana Newuan. I'm the director of educational technology. And my name is Julia Dwise. I'm a teacher on special assignment for educational technology. >> Okay. To start, we're going to ask you to uh do a little icebreaker with us, those of you that are here in the audience. So, when you think about your child using AI, what is the first word that comes to your mind? So, think about this sentence. When I think about my child using AI, I feel any responses. Okay. I feel worried. Anybody else? Okay. Knowledgeable. Yes. Curious, nervous, excited. All those things are going through our mind, which is great. Um, think of this as learning how to
003sit in the passenger seat next to your child and and drive them into the right way of using AI. That's what we're doing in the school district and we hope you do that at home as well. So, here's a little test for those that are in our audience. These are all technologies that we've seen come in the last uh so many years. And so I want us to guess how many years did each take to get to 50 million users. So I'm going to give you the first one to get us started. The first one, airplanes to get 50 million users was 68 years. Okay. Now I'm going to ask for guesses from the audience. How long do you think it took to get 50 million users to be on the internet? Any guesses? 30
004years. Anybody else have a guess? 15 years. Okay. Seven years. Okay. Now, Facebook, one of our first social media apps. How long do you think it took to get 50 million users on Facebook? One year, six months. Anybody else? Six months. Three years. Okay. Now our last generative AI which is our topic for the night. How long do you think it took to get 50 million users using generative AI? Two months. Anybody else? Hey, five weeks. Five weeks. So you were close. You said eight weeks. That's five weeks. So our students, our children are growing up inside of this acceleration. So our job as teachers and educators and you as parents is to help our students navigate this very fast increasing uh experience of using AI whether it's at home or in the classroom. This
005is our job as educators and parents to help them uh navigate this. So Stephanie kind of just illustrated for us how quickly AI has changed and so it's really important for us to remember as the passenger driver and coaching to coach effectively um we really need to understand this road together. Um so this is where AI literacy comes into play. Um AI literacy is not just about how to use the tool is understanding how it works and how it makes mistakes and how it influences our thinking. So for those who may have used before, AI can sound super confident. It can be persuasive. It could even be so convincing. However, we know that AI is not human thinking. And so it's recognizing all the patterns it sees from previous um information that they're picking up.
006And so it's really important to know that it's not just about the question, how it's being asked, it's how it's being used. So in order to trust the output that we're getting when using AI, um we really have to be kind of putting our hats on to really make sure that we're using it safely. So across our district, across TK12, our goal is to really build understanding over time. And so we just we don't want our students just to be able to chat, you know, chat with the chat box and get an answer. We really want students to understand what they're doing and why it's being used. And so the goal is not to avoid AI. is really to learn how to navigate. That's kind of our our kind of message throughout um today's evening.
007And so so what have our what has what has the USD done in our district here to kind of help prepare students with AI in the future? So I'm going to kind of walk you through our AI roadmap of um the past couple years of the rapid growth of AI. So some of us might remember November 2022 is when chat GBT was launched. Okay. And so from then um as part of our our district, we've been super intentional with the use of AI and how we've implemented it. At the beginning um our district was part of the California School Board Association AI task force where we were um really committed to make sure that we were making informed decisions for our students. The last three years, our district has participated monthly with Orange County Department
008of Ed and all the surrounding districts as well. We really come together to collaborate best practices and really work together for those um specific guidelines to help districts move forward. Since the initial launch, we've also incorporated AI digital digital citizenship lessons for our students K12. And Stephanie will share a little bit more in depth in just a bit. We launched our USDA task force as well. Some of you may in the room may be part of it. And so from that experience with many of our stakeholders, students, teachers, parents, administrators, community partners, we actually created our guiding practices for the district. And from those guiding practices really help shape um how to use AI for teachers, for our employees, and for our students. Some of the work that's already been done in our district. And
009again throughout each summer throughout since the beginning we've offered various professional learning um trainings for our teachers and staff. We also had a high school AI cohort at one of our high schools at Tasoro High School where teachers were getting a chance to hear and learn about some of the tools that were available for the students as well as all of our managers and our administrators. They've also received training to really being able how to use technology in an effective way in order to make um your workflow move faster and be able again to help our students ultimately. of course summer trainings as well. And we're super proud of our most recent um the CUSDA Institute where we were able to bring together 10% 200 teachers in our district to be kind of our thought
010partners to be leaders in our district really learn about the use of AI in a safe way and really being able to give our students opportunity to use it in a meaningful way. So we're super proud of that experience we've had so far with our teachers that we've in our institute. So tonight we're going to be really leaning into this driving metaphor. We're going to use it throughout the whole presentation. And so we're going to start with understanding guardrails. And when you think about when you're driving on the road, a guardrail is not there to stop your car. A guardrail is there to keep you from going off of a cliff. And that's kind of how we want to think about the boundaries in using AI. With AI, it's not about the control. It's about
011confidence. I want you to think about a race car driver. Race car drivers can speed around the track really quickly because of the guardrails. They know they're there. They're going to keep them from crashing into the audience or off of the track. And if the guardrails weren't there, those race car drivers would slow down out of fear. And so the guardrails give them the confidence to do their job well, which is to drive fast. So our kids are actually better when they have boundaries. kind of think of like puppies too. You know, if they know what's expected of them and what they're not supposed to do, they're going to behave better. And that's how we want you them to think about using AI. The boundaries, the guard rails that are in place are there so
012that we can create safety and build confidence in our students and independence so that when they do use AI within these boundaries, they'll be in a safe learning environment. And as parents and families, it's important for us to remember that our judgment, our adult judgment is what's most important. AI can help our kids, but we need to help them understand that they still need to learn because keeping learning at the center is really what's most important. If AI does an assignment for a student, there's no learning happening. So, it doesn't count, right? And so instead of moving forward with this quickly moving technology, we need to keep pace with it and take the time to have the important conversations that are around using AI. And just as though as important as it is to use
013guardrails, we need to talk about the role of rules. Rules are just like when you're driving, you have speed limits. And so when you see the speed limit sign, it gives you boundaries of how fast you should be going and it gives us a shared understanding of what's expected of us on the road. But the problem with signs like this is that they don't adjust for real life. The sign doesn't know if it's raining. The sign doesn't know if there's traffic up ahead. And the sign doesn't know if a cute puppy just ran into the road and made you slam on your brakes. And so that's why judgment is so important. And that's really one of the major things that we're trying to express to you tonight is that while there's no script for parenting
014a student using AI, it is important for us to remember to slow down, notice what's happening, and use those rules as guidelines for helping our students learn. AI is going to give us a whole lot of new situations that as families we need to navigate, but it doesn't remove the responsibility we have. So, yes, rules do matter, but in the moments that really count when we're working with our students and their use of AI, it's our adult judgment that needs to guide decisions. So, continuing our little driving metaphor, who is in the car? The students obviously are the learners. They're steering their own journey learning to use artificial intelligence in their education and life. They're developing critical thinking skills. They're making decision-making skills. And just like with any other skill, they don't know at the
015beginning what they don't know. And so that's why we send our kids to driver's ed when they're learning how to drive a car. Similarly, when we're learning how to use AI, we have our teachers who are like the driver's ed instruction instructors. They have an expertise. They know how to guide. They know how to give productive feedback. They know how to step in when needed, but also how to model best practices so that the students can also um follow their lead. Families, you guys are the coaches in the front seat. You're there to support. You're there to encourage. You're there to model as well and to celebrate along the way. And AI, that's the GPS. It suggests a route, but it doesn't decide where we're going. I know we all can probably remember a time
016before there was GPS in every car. We had Thomas guides. We had those paper maps that never folded upright to get back into the glove box. And those were great tools, but a GPS in my car is a lot better. I think we'll all agree that the technology has really improved, but we as adults know that it's the driver who's still in control. And so as long as you have a student in the driver's seat with adults that are guiding and supporting, AI or GPS can be a really valuable tool for them. In our district, we have several studentfacing platforms that kids use in the classroom. These are district approved and they are specifically designed for education. They're not the wild world of AI out there that um you may have heard about or experienced
017on your own. They're part of a controlled environment within our Chromebook devices where there's builtin safeguards and guardrails. There's content filtering, there's monitoring, and there's privacy protection in everything they do. Our programs that students experience are designed to provide interaction with AI in a secure and appropriate way. And the teachers get to choose when the students use AI in the classroom. Most of our AI tools are for students aged 13 and over. Yet some of these, like our brisk teaching and magic school, have environments that teachers can create for the students to use the AI in a structured, intentional way that's aligned to their learning goals. We want the students to practice in an environment that's safe and supportive before they go out on their own on the freeway. Right? So, I could tell you
018about what we do in the classroom all night long, but instead I'm going to show you an experience a student might have in one of our classrooms using a studentf facing tool. Me escape out of this and I'm going to go into magic school AI, which is one of the tools that we provide for our teachers to use. With this tool, teachers can intentionally create what is called a student room. And in the room, the teacher picks which AI tools the student could use. It might be a tool for writing feedback. It might be a tool for practicing ma math facts. It might be um a tool for practicing a foreign language. There's lots of tools. I think there's like 80 or something. And the teachers can choose from those. And then they can set
019the learning goal. They can set the grade level. they can set the parameters that they want the the students to be using in the room and then the students are in an environment where not only is the AI controlled but the teacher can see what's going on. So my little demo room that I built for this I was a seventh grade English teacher and so I'm going to use that as an example. I don't know what grade your kids are in but this will be hopefully something you can relate to. Um, you can see here I can see all of the um, students in my room. They all happen to be named Ed Peek because that's our account we're using, but if they were real students, you'd see all their names. And we're going to
020preview this as a student. So, the student will go into the room and the first thing you're going to see is this image here, which are tips for students on how to use Magic School responsibly. Teachers go over these with the students and it's something that they learn every time they use AI to use it. Their teacher can see their activity. They need to monitor for accuracy. All of that. Magic School AI is really good about making sure that the AI is accessible for all students. If I had a primary grade student or maybe an English learner or someone who couldn't read all of this, they could just click right here and it would be read aloud to them. going to acknowledge that I understand all those guidelines and I'm going to get right into
021the room. So, if I'm a student in this room, I can see that my teacher has given me two tools, an AI learning assistant and a QuizMe tool. So, we're going to pretend that I am a student whose English teacher has just asked her to write a narrative about a time she struggled. So, I'm going to use the AI learning assistant. And here's the chat box where I would send a message. One of the things that I like is that I can click this microphone right here. I need to write a personal narrative about a time I struggled and I can't think of what to write about. Can you help me? And it transcribes that. Hopefully it's not. It did when we practiced. that always the case. Okay. Um, let's try one more time. I
022need to write a personal narrative about a time I struggled. I can't think of what to write about. Can you help me? I'm gonna refresh my screen. Just like technology, it never behaves. All right, let's try again. Sorry about that. Anyhow, here we go. I need to write a tech sorry I need to write a personal narrative about a time that I struggled. Obviously I'm struggling with technology tonight but I can't think of another way thing to write about. Can you help me? Well, I'm going just pivot right now and show you one that I did earlier when I was practicing and we can see. So, when I'm a teacher, my students will have that opportunity to write or speak into their um AI chatbot and each student is going to be given a summary
023that the teacher can see, but the teacher can also click this and see the entire presentation of all of the conversation that the student had with the chatbot. So in this case, the AI learning assistant said, "You can ask me anything about your homework, time management, anything at all." Because this was an open-ended tool, whereas I could have had a very specific tool where I said, for instance, we're learning about um a historical person. Could could you be a chatbot where my students can chat with that historical person? But here, the student actually wrote, "I need to write a narrative about a time that I struggled and can you help me?" And the chatbot here, the AI tool says, "Yes, I can help you. I can give you some ideas for your narrative." And it
024goes through academic challenges, personal challenges, social situations, and it asks some questions and it gives next steps. Now, once again, if the student couldn't read all of this, they could click and it would read it to them. Um, the teacher can adjust it. They can say, "Make this easier for my student who's struggling with reading." or they could say translate it into another language for my English learner. So now the student wrote fractions were really hard for me through story. Um and this a AI chatbot says great topic and it helps plan the narrative structure and it gives us here's what you could do at the beginning, the middle, the end, and here's some details to make it vivid. And I wrote that's a lot. Where do I start? You're right. Let's make it simpler.
025And it breaks it down. pick one memory or just write three sentences and it gives an example. Then I got a little bit sassy because I was a seventh grade English teacher and I know what they're like and I said, "Can you just write it for me and I'll edit it to make it sound like me?" And the chatbot said, "I can't write that for you, but I can help you get started. Let's try this approach. Just write one paragraph." And it gives some sentence frames to help the student get started. And then So, I pasted in something that I wrote. Full transparency, I did not write this. Thinking I have to do this presentation tonight. I got to write something that a seventh grader would write. So, I asked Chad GPT, please write me
026a narrative that sounds like a seventh grader wrote it that I can use in this presentation and make it neat corrections and and changes made. And so, this is what it came up with. That's me being transparent. Um, it said great start and then it gave me next steps. And then I got off task because I know what seventh graders are like and I said no I wonder who's going to win the NCAA playoffs and it says conversation must remain educational. If you don't have any learning further questions, we can conclude this and then many attitudes I wrote and it flagged it for content. So the teacher sees when the students get off topic. The teacher sees when the students are inappropriate and can intervene to have those conversations that are necessary to keep the
027students back on track. And it says here, I'm an educational tool designed to assist with learning. Please ask me an educational question. So it gets back on track. So that was just a little snapshot into what a student room would look like. The teacher decides what tools are in there. The teacher moderates and the teacher ends up having those conversations when they're necessary. Does the teacher step out of the equation completely? Not at all. But this gives the students the kinds of they need to move through and it meets them where they are. Now, one other thing I wanted to share with you is that with Magic School AI and Brisk, the teachers have the ability to differentiate for whatever type of learner they have in their classroom. So, if I'm an English teacher in
028the seventh grade and I have a couple kids who are English learners and a couple kids who might have an IEP that says that they need their work um to be read to them and another student who needs work to be in smaller chunks. I could create an individualized room for each of the students who has a special need and the AI tool will differentiate for them. We have teachers who keep a room open all year long for their students who have special needs that give them the support they need. And so I think that's pretty valuable. I'll jump back into our presentation and hand it over to Stephanie. Thanks, Julia. Okay, so our district has built AI lessons into our required digital citizenship curriculum at every grade level. So, these lessons are developmentally appropriate
029and are grounded in resources from Common Sense Media, which is a um completely vetted national organization that most districts use um nationwide. And so these uh this is a progression of learning about AI. So, if you look at the different signs on here, you can see that K2 we have lessons about what exactly is AI. So that's like when you talk talk about do you teach AI to kindergarteners? Yes, we do. We tell them we talk about what it is. They're all hearing about it. I guarantee all the students that have heard about AI. Now it's just starting with the simple. What is it? What does it do? And then in third through fifth grade, what can AI do? What can it not do? Those are the questions we ask. And then in sixth grade
030through 8th grade we can get a little bit more in-depth and talk about how it works. And then finally in ninth and ninth from 9th through 12th grade more even more in depth with AI algorithms and ethics and bias in AI and so students need to know what no need to know what AI is how it generates responses and where it can be wrong. Just like driving this is not mastered in one conversation. it's throughout their grade level experience in capo. So the learner permit space. So I'm going to go through these different sections on the bottom here. And so the supervision changes with age, but guidance is always required with AI, just like with a learner permit. You would not give a 5-year-old keys to your car, right? Um, so in in the lower
031grades, we would make sure that we have a teacher or a parent, somebody guiding them the entire time, put them in a magic school room, but also make sure that teachers have this um approved platform and that they have a basic understanding of how to use it. In middle school, students can become can begin experimenting in structured ways, but with reflection built in. They should be able to explain how they used AI and what thinking was still their own. Okay, so that's really important. We're going to be talking about thinking a lot. And then finally, in high school, the expectation shifts toward transparency and judgment. We all know that, well, I think we all know that AI isn't always correct. So, we always have to keep the human in the loop and make sure that
032we judge it to see if it was true or not. And so they should be able to explain um was the AI appropriate and when it crosses into replacing their learning in high school. And when mistakes happen, which they will, we treat them as part of the learning curve. A misuse moment is information. It tells us a boundary was unclear and a skill was not yet solid. So if a teach if a student goes into an AI tool and just has the AI tool do the work completely that's a misuse of AI and so learning needs to be um brought back in and boundaries need to be set again. Most importantly practice needs to happen in low stakes settings first. You would not want to start driving on the freeway right? You want to start
033in an empty parking lot, right? Where there's not many obstacles in the way. Just like with AI, you would not start with a college essay or a pivotal exam to use AI. We're going to start with low stakes that so that students can learn this gradual release of um of depending on it. So we have some core pillars of AI literacy that we do go over with our students and so AI follows rules to produce answers. It is a prediction model. So whatever has it has been trained on it that's how it learns how to respond to a student or to another person. Not just giving them facts. They're they're looking at predictions. they are predicting what the student or the person wants for the answer. It looks for patterns and makes its best guess.
034And so that best guess is really important because sometimes their best guess is wrong. And we always make that clear to students. That's why you always have to keep the human in the loop and make sure that what you're asking the AI is accurate. And then it always it it can be biased as well because whatever trained that AI it may have been from a a certain perspective and then others perspectives may have been overlooked and so therefore when somebody asks a question that perspective is shown more than other perspectives. So bias is there and we have to make sure that um we recognize that. One example of that when we were first using AI when it first started coming up, we were using it for things like, "Oh, show me a picture of a
035CTO for a school district." What do you think the bias showed? A chief technology officer for a school district. What do you think the bias showed? Do you think it was a female? Never. It was always a male. Okay. So, that's the bias because that's how it had been trained. And so the human control AI is built and managed by people. And so there's always a possibility for mistakes to happen. And so we have to make sure that um we keep it honest and we're always checking for corrections. So we've got a chance we had a chance to see a demo of AI tool. got to hear about the digital citizenship lessons and AI lessons that we have provided. But for this portion of the presentation, we are going to need some audience participation. So
036before we jump into some scenarios, um let's determine how might we consider um the different uses of AI. So let's think of AI um as three different lanes on the freeway. Okay, lane number one, practice. Um AI supports the students thinking um but the student is still doing the cognitive work. Um they're asking questions and making decisions, revising and learning. Okay. Lane two shortcut. So AI begins replacing some of the thinking. Um the students may still be involved with the process, but the metal um the heavy lifting is done by the tool. So this lane often feels pretty harmless. However, over time it kind of weakens um the skill development of a particular student and then lane three misuse and that's clearly out there. Um AI takes over the work um that the student was
037meant to do independently and so the learning task been bypassed and there isn't learning happening when there's misuse of AI. Okay. So what we're going to do next is I'm going to give some examples of some scenarios and then we're going to determine which lane we love the audience participation on what lane do we think happening in this particular scenario. All right so first one a student uses AI to help generate ideas for a story then writes the story themselves. Give everyone a chance to kind of think about that. Think about the role of AI. Who's doing the thinking? What would be some things that might happening in this scenario? Shortcut. Any other thoughts? Okay. Anyone want to explain why you might think it's a shortcut? Okay. Um we could also look at um because
038it's helping generate some ideas could also be practice because the sto the student themselves is writing at the story themselves. So this is where it is a little tricky to kind of consider right could it could borderline between shortcut or practice. So good thoughts. Okay. Scenario number two. A student asks AI to answer homework questions and submits the answers without understanding them. What do you think? I heard misuse. Okay. And then any reason to explain why? Exactly. So, >> exactly. So, um, one of the audience members mentioned there's no understanding. There's they're just getting the answer in. Right. Correct. This one definitely would be misused because they're just putting in the information, asking for an input, getting that output, and submitting it. All right, question number three. A student pastes pastes their rough draft into
039AI and asks it to make it better, then turns in the revised version. Practice. Okay. With that, what's the other one? Shortcut. Okay. So, great. Both. This is a really good one. This is one of those that kind of again balances between the two. Um, well, what does it do to make it better? So, if it was practicing, maybe there's some good prompting involved where the students really asking the specific questions and then that revised version maybe from all those different um iterations. Now, it could be a shortcut as well, right? Because the student may just say make it better, take that response and then submit it as well. So there is that balance of knowing when it's appropriate and when. So um this one's one of those tricky ones. It's kind of in between.
040All right, this is a scenario four. A parent uses AI to explain a math concept in a different way so their child can understand it. Any thoughts? this okay when I asked AI what the answer would think they also said practice and I in this particular example whether it's the parent asking AI because right some of the students depending on the grade level may not be using the physical tool of AI but that's they're using AI as a thought partner as a collaborative things of information and by using AI in this manner that practice piece is really important because he's being able to create different visuals perhaps or different ways to explain the answer. So, this definitely would be an example of Oh, awesome. So, we've heard some examples here, some scenarios. What we're going
041to do next is that um Stephanie and and Jul are going to act out some misuses of AI and they're going to do a little bit role playing to see how you might respond. listen to us. Okay. All right. Ready? I'm the parent. Julia's the student. Did you use AI for this assignment? I told you you cannot use AI. Give me that. Give me your Chromebook. You're grounded. That's it. You're so mean. >> Okay, that was one way to handle it. Here's another way to handle it. Tell me about the thinking that went into this project. >> Well, I didn't really understand what I was supposed to do. So, um, I had AI tell me and so now I think I get it. >> Okay. Are you sure you understand everything that you wrote down?
042>> Kind of. >> Okay. So, let's what? Let's do this. Let's do a couple problems together and so we can make sure that you understand the thinking that went behind this. >> Okay. Okay. So, you can see we want to keep the conversation open with our children. We don't want to close it right away because what's going to happen the next time that this child uses AI and you question them about it? Are they going to be honest with you? Probably not. So we want to keep that conversation flowing with our students know that we understand that a AI is out there and we want to model good use of AI as well so that they know that there is a way to use it appropriately and ethically and then there's a way not to
043use it appropriately and unethically. So uh those are the conversations you should be having with your children about using AI. So, at this point, you've heard a couple scenarios. We got to see how some ways you might respond at home um when there's some use or misuse or positive use of AI. And so, a couple of things we want to also add is ultimately um what teachers want families to know. And so, we know that AI use is not a onefit is all model. And so we really are really intentional of when we're going to have teachers use AI. And so when Julia showed us earlier with the tool, the magic school, um there's opportunities for kids to be able to use in safeguard rails. And I know especially at the high school level, um
044it is available for students to use AI. And so really want you to to know that teachers um have the ability to define how much AI is being used for an assignment. And ultimately teachers are looking of thinking, making sure that students are using it. And one of the things that we always um share in our instit our AI institute with our cohort of teachers is that the best way for students to really learn how to use AI is being modeled um by by an adult. And so having teachers using it appropriately, modeling transparency is really the best way for students to learn how to use it the right way. And so it's really important for us to have that piece. and um teachers ultimately are trying to protect learning not always trap them and
045make students get in trouble for using II. So those are some of the things we really wanted to share um with the group. Additionally um this is a guideline that we have provided for our teachers. Um just like driving right increased access comes with increased responsibility and so this is a a model we have provided for our educators in our district so they can use as a visual to model for their students and ultimately um AI can serve so many different purposes and so depending on the task um depend on the task. So for some assignments AI might be important, for some assignments AI might not be needed. And so really um there is that flexibility and there's that opportunity for teachers to really model um the appropriate use of a of AI. And so
046just to look here um there's a nice red light, green a yellow light, green light kind of visual. So the teacher might say no for this assignment. The use is zero. Um they may change it depending on the assignment or yellow um limited use. um students have to create the product on their own. Maybe they're using AI to kind of help brainstorm and then of course there's an opportunity on the assignment as well that students are able to use um more AI for that particular project or assignment. So ultimately um the goal is that teachers are kind of fostering the environment for students to use in a safe way. And I've had the opportunity to kind of hear many high school students share how they're using AI. And it's amazing to see how creative they
047are to to to share what they've done. And a couple kids have they were always kind of nervous to share. And I said, "No, don't worry. I'm the person that kind of allows tools to be used. So share with us how you're using it." And so many students had such great ways to show how they're studying for an AP test. They're taking information they're breaking into smaller chunks for understanding it better. and they feel like it's so helpful for their learning be be able to use it in that way. And so ultimately as we continue to use it more and more and really ensure students are using it safe. So we do have some of those things in place our families. So tonight we've had a lot of conversation about driving. We've had guardrails, we've
048had speed limits, we've had lanes, but what we're going to look at now is the road ahead. What really is mattering to you guys sitting in the audience is what does this look like on a Wednesday night when I'm going to go home and help my kid with homework, right? And so these are a couple things for us to keep in mind as we're working through having our students learn to use AI. First of all, we want to model AI use. And you've heard us say that a few times tonight. We want to show them what appropriate use looks like. And modeling does not mean you have to be perfect. Modeling means your thinking is vis visible. So here's an example. I might say to my family, I used AI to help plan this vacation
049and AI gave me this itinerary. Let's look at it together. What are the things our family likes to do and what are the things that we don't? Will we have enough time to get through all of this? That's using the human intelligence to work with what the AI, the artificial intelligence gave us as a starting place. I've modeled for my family that I'm using AI appropriately. Teachers may show that they've used AI like I did earlier to show you that I used chat GPT to write that little um piece of writing. And so that's modeling showing how and why we use it in everyday life. Having conversations, Stephanie and I did our little um scenario. That's an important thing. We want to move from policing our kids to having conversations. We want kids to take
050time to experiment and learn without being punished. Now, you know, kids like to experiment. They like to take shortcuts. This isn't new when it comes to parenting, but AI is adding a whole new level of things that we need to be aware of. And so, we want to normalize the mistakes. We want to talk about them. And we want to raise kids who are able to know that we're supporting them. When you think about I have adult children now, but when they were first getting homework in elementary school, I used to sit them down at the kitchen table and sit right next to them. Sometimes I'd have to be hands-on. Other times I was just there if they needed to have a question answered. And as they got older, they got more homework. It got
051more complicated. They stayed up later than I could stay up. But I had given them that foundation of having someone who they could turn to if they needed help. And I gave them those um tools that they needed to be successful in their homework as they got older. So raising kids who can explain that AI can support them, raising kids who can explain how AI supports their thinking, that's when learning really happens around AI. And our goal is not to avoid AI because that's not realistic because AI is out there. They're going to be using it throughout their lives and it's not helpful. Instead, we want to raise thoughtful, capable users of AI. And so, what does that look like? We're not going to be the cop hiding in a speed trap waiting to catch
052them and give them a citation. We're going to be the steady presence next to them as they learn. who models and helps them to develop their um skills. Just like driving. I don't know if you guys have had kids who've learned to drive yet, but there's moments that are cringeworthy where we're white knuckles on the seat belt and we're slamming on a brake that we don't have in the passenger seat. It's not always easy to have kids make mistakes and they're going to take wrong turns and they're going to make poor choices, but they learn from those mistakes. And so in the end, the destination is that we want kids who can say, "I know when AI is going to help me. I know when AI is going to hurt me, and I can explain
053to you why I used AI in this specific." You don't need to have a perfect rule, a guide book. You just need to know as a family member, when is the moment to coach a kid? When is the moment to step in? if needed and when should you step back and let them take the wheel. Most of the time the best move is not a consequence but a question. We want you to also know that you're not alone in this journey. Teachers, curriculum, and shared expectations are supporting your students just as much as you are. You don't have to control every turn they take with AI. You just need to stay in the car long enough for them to learn how to drive. So that's the conclusion of our little journey tonight. And on your
054table, we have an AI driving planner we put together kind of as a cheat sheet to take away what we said tonight in English on the front, Spanish on the back. And at this time, we're going to open it up to any questions that you may have. That's one of the things that we tell our teachers and that then they in turn tell our students is that as users of AI, we not are not supposed to be consumers. We're supposed to be coaches. You don't just take what it gives you. You continue to have that conversation. That's why they call it chat with the tool in order to get the response you need to help your learning. So, I'm glad you're s He is using much. Um, you're welcome to take the AI family planner.
055We made lots of copies. So, if you have friends that weren't able to come tonight and would like to share with them, please take more. And, um, we will be here after if you have any further questions that you would like to ask. Thank you.