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Posts Tagged ‘genAI’

AI in Education: A Year of Discovery, Anxiouness and Hope

Posted in Change, SD45, tagged , , , on December 17, 2024| 1 Comment »

This is not my last post of the year, but as we move through the middle December I wanted to pull together various threads and posts from this year on AI, and a few thoughts about what comes next. I find myself reflecting on what has been a transformative year for me as an educator, leader, and writer. Few technologies in my career have reshaped the way I think, work, and innovate as rapidly as AI has over the past twelve months.

This year, I have explored the opportunities and challenges of AI in education in a series of blog posts. It has been a journey of enthusiasm, curiosity, and learning, punctuated by moments of skepticism and concern. Now, as we approach 2025, I sense that we may be entering what the Gartner Hype Cycle calls the Trough of Disillusionment. And yet, I believe this is where the real work begins.

Here is my best effort at pulling together various posts I have written, presentations I have participated in and other learnings from this year:

Blog Posts

Gen AI – Governments, Districts, and Schools (May) Examining how British Columbia’s education system addresses generative AI, detailing the roles of the provincial government in providing guidance and resources, and individual school districts in implementing specific tools and fostering community engagement.

Leveraging Generative AI for Elementary Learners at Home (Sept) Offering parents practical advice on integrating generative AI into their children’s home learning, suggesting activities like using AI for writing assistance, personalized learning paths, and creative projects, while emphasizing the importance of safety and balance.

Exploring the Role of Generative AI in Supporting Governance (Sept) Exploring how generative AI can enhance school district governance by aiding in communication, professional development, policy drafting, strategic planning, and scenario analysis, advocating for a learning mindset among leaders.

Gen AI and the High School Sports Coach (Oct) This piece discusses the potential of generative AI to support high school sports coaches in areas such as creating training plans, simulating game strategies, preventing injuries, providing performance feedback, and developing skills, while acknowledging the importance of human judgment.

The Stages of Gen AI Adoption in Schools (Oct) Outlining a three-stage process for integrating generative AI in education: personal use by staff, professional use for tasks like lesson planning, and direct application with students, emphasizing gradual adoption to build confidence.

Leading the AI Charge:  Strategies for Forward Thinking Districts (Oct) Sharing strategies for school districts to effectively integrate AI, including designating leadership roles, forming cross-functional teams, creating clear guidelines, focusing on key applications, engaging the community, modeling AI use, consulting external experts, and participating in networks.

When AI Meets Education:  The Power of Diffusion Over Replication (Nov) A reflection  on the organic adoption of AI in education, advocating for trust in educators to adapt AI tools to their unique contexts, and promoting the diffusion of innovation through professional dialogue and shared experiences.

Video Presentations

The West Vancouver Story (Sept) – Cari Wilson, Megan Roughley and I share perspectives from our different vantage points on the use of AI in West Vancouver.  

AI Unlocked (Oct) – Presentation specifically for support staff in West Vancouver with an overview of AI and ways it could be incorporated into work that support staff do.  

Generative AI in K-12 (Oct) – Cari Wilson and I along with grade 12 student Jadyn Mithani shared our current work in AI and advice as part of a UBC speakers series.

Alec Couros Presentation (Oct) – West Vancouver has worked with Alec Couros from the University of Regina as we grow AI understanding in our community.  This video is a presentation he did for parents in the community.

Where I am Learning

On social media, I am finding LinkedIn to be my go to place for AI learning.  If I identified a couple people to add to your network they would be Adam Garry and Leon Furze.  Adam works with school districts across North American, including West Vancouver, as we look to thoughtfully plan for AI use in our systems and Leon is out of Australia and digs deep into both practical and ethical considerations around AI.

I also find podcasts super helpful.  There are lots of good ones, but the one I listen to every week is the TED AI Show with Bilawal Sidhu.

Of course, much of AI is just about playing.  I find myself going to AI first before Google, and regularly thinking if AI could add value – either efficiency or quality to the work I am doing.  


Reflections on the Year

As I look back, I’m struck by how much my thinking has evolved. At the start of the year, AI felt like an exciting frontier—a tool to experiment with and explore. By mid-year, it became clear that AI is no longer optional for educators. It’s a fundamental shift that requires us to rethink everything from pedagogy to policy.

Now, I see the cracks emerging—the Trough of Disillusionment. Educators are grappling with questions about bias, misinformation, and the ethical use of AI. Some are even questioning whether the promises of AI can be fulfilled. These doubts are natural. They are a sign that we’re moving beyond the initial hype and beginning to confront the complexities and possible outcomes.

Moving Forward with Hope

What gives me hope is that education has always been about people, not technology. AI is a powerful agent—but it’s our creativity, empathy, and leadership that will determine its impact. As we move into 2025, I am committed to continuing to push this dialogue and think about the impact of AI on our system today and into the future.

I am so appreciative of my network –  thank you for engaging with these ideas this year.  As I have regularly noted, it is the power of the network that is crucial in our AI work. Whether you’ve agreed, challenged, or simply reflected, widespread engagement has made the conversation richer and is crucial as we look ahead.

My “Top 3” Post will come next week, but for all wrapping up in schools this week before the break – Happy Holidays!

Ironically, I did not use a lot of AI in this week’s post.  The image at the top is generated in Magic School AI.

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When AI Meets Education: The Power of Diffusion Over Replication

Posted in Change, SD45, Technology, tagged , on November 4, 2024| 4 Comments »

A decade ago, while contemplating innovation I wrote (HERE) about how meaningful change in education spreads through diffusion rather than replication. This is an idea that David Albury has written and spoken about regularly and been very influential in my thinking.

As we navigate the integration of generative AI in our schools today, this principle resonates more strongly than ever.

The early waves of AI adoption in education brought familiar pressures – the rush to replicate successful models, the search for universal “best practices,” and the desire for quick implementation.  If we only purchase the “right tool” amazing experiences will be happening similarly in all classrooms. But just as we learned with previous innovations, the most impactful changes come when we allow ideas to diffuse naturally, adapting to each teacher’s unique talents and each school’s and district’s unique context.  And then those of us in district positions try to network this work together.

Every School Tells Its Own AI Story

Walk into any school in our district, and you’ll see how AI tools are being embraced in distinctly different ways. In one class, teachers are exploring AI as a tool for differentiated instruction, helping students who need additional support while challenging those ready to dive deeper. In another, AI is supporting timely feedback as the teacher looks to see how it can help students in their writing process. And in many schools, AI is being used to support the completion of the administrative tasks of teaching.

This organic adoption isn’t chaos – it’s exactly how innovation should spread in education. When we trust educators to experiment and adapt AI tools to their specific needs, we see more authentic and sustainable integration.

The Heart of Diffusion is Trust

The key to successful diffusion lies in trusting our educators’ professional judgment.  I was speaking about this last week, and got the good question, “OK, so if this happens how do you respond to the parent of a child in one grade 3 class where no AI is being used when it is being richly used in the grade 3 class next door.”  This of course is not an AI issue, teachers have always found their own ways to adapt new tools in their classroom.  And what I have seen over 30 years is that when teacher A sees teacher B using something that is creating efficiencies and improving engagement and learning, they will want to be on the journey as well.

Rather than mandating specific AI applications or setting rigid implementation timelines, we’re creating spaces for teachers to explore, question, innovate and network together. We provide district-supported AI tools not to enforce uniform classroom usage but to support teachers and assure them that the tools they are exploring are safe to use with students. This approach acknowledges that our educators know their students best and are uniquely positioned to determine how AI can enhance their teaching practice.

Some teachers find AI to be a powerful tool for providing immediate feedback on student writing. Others are using it to generate personalized practice problems in mathematics. The common thread isn’t the specific application – it’s the thoughtful consideration of how these tools can serve their students’ needs.

Growing Together, Learning Together

As we continue this journey, we are seeing the power of organic networks forming among educators. Teachers are sharing their discoveries, challenges, and successes with AI integration, not as a blueprint to be copied, but as inspiration for others to adapt and build upon. This professional dialogue enriches our collective understanding and helps us navigate the ethical considerations that come with AI in education.

The future of AI in our schools won’t be determined by a single master plan or universal implementation strategy. Instead, it will emerge from thousands of small experiments, adjustments, and innovations happening in classrooms across our district and beyond. This is diffusion at its finest – messy, organic, and ultimately more transformative than any top-down initiative could be.

As we move forward, let’s remember that the goal isn’t to replicate success stories but to create the conditions where each teacher, school and district can write its own story of AI integration – one that reflects its unique community, challenges, and aspirations.

Interested in hearing 4 of these teacher stories?  Here is a video from a project we are doing with Dell and C21 Canada, supported in our district by Advanced Learning Partnerships and Dean Shareski. Such exciting times!

 

The image at the top of this post was created in Chat GPT.  Before publishing I used Claude as a grammar / spell check and to identify any statements that needed additional clarification or examples.

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The Art of Staying Relevant

Posted in Change, Personalized Learning, SD45, tagged , , on October 17, 2024| 3 Comments »

Staying relevant is an ongoing journey.

This is ground I have in part, covered before. In 2018, relevance was actually my word for the year. As said in that post in January of 2018, “I am desperate to be relevant.” And this still holds true and is even maybe truer. The deeper I have got in my career, the more I have wondered if my thinking is still current. With AI dominating current education conversations, I feel an even greater need to stay relevant—not just as a leader but as someone who has always valued the balance between tradition and innovation.

Staying relevant is about balancing future demands while staying rooted in core values—a balance that has felt increasingly challenging lately. My recent writings on AI are part of this journey, reflecting my effort to understand how these technologies fit into our educational landscape. I want to be in the mix with important conversations for our profession. Whether navigating AI’s rise in classrooms or leading a school district, relevance means more than keeping up with trends—it’s knowing which to embrace and which to let pass by.


Rooted in Values, Evolving with Purpose
No matter the speed of change, certain principles—trust, empathy, and consistency—act as anchors. In education, our work isn’t just to adopt new practices whether it is literacy teachings or physical activity practices, it’s to assess how they enhance the learning experience while holding fast to the human connection that students need. Having worked in West Vancouver for 18 years now, for better or worse, my values and principles are very clear and public. And during this time, I have seen education become far more student-centric and personalized.


Adapting, Not Just Adopting
The key to relevance is thoughtful adaptation. Take AI, for instance: it can enhance lesson planning and save time, but how do we ensure it aligns with our broader goals? I’ve learned in both the classroom and through sports that not every innovation will fit, and it’s okay to be selective. Relevance comes from refining the tools that genuinely serve our values.


Consistency as the Foundation for Innovation
Consistency often gets a bad reputation in fast-moving industries. However, it’s precisely this stability that enables innovation. By creating an environment where trust thrives—whether in the classroom or on the court—we allow space for risks and experimentation. In my recent post Consistency is Often a Key to Positive Change I wrote about how our long-term relationship with Dean Shareski had been instrumental in some of the key innovations in our district.


Learning Across Contexts
One of the most powerful lessons in staying relevant is recognizing how different areas of life intersect. My experiences in education continually inform my approach to coaching, and vice versa. Whether it’s understanding how to motivate a student or an athlete, the principles remain: build trust, stay consistent, and be open to learning. Relevance is about seeing these connections and applying them across all aspects of our work.

 

Practical Tips for Staying Relevant

Learn Something New Every Year: Challenge yourself to master one new idea each year.

Stay Engaged with the Next Generation: Relevance is often about understanding younger voices and perspectives. Having younger leaders in key positions in our district has been healthy for everyone.

Adapt with Purpose: Don’t chase every trend; stay true to what works, and thoughtfully integrate what aligns with your core mission.  I have often said, “If you think everything in schools is important you really think nothing is important.”

Ultimately, relevance isn’t just about surviving change—it’s about thriving in it. When I wrote in 2018 and said, “It is easy to do this year just like last year.  I know that in the long run, that will not work.”  This sentiment sure hits home and even with more urgency knowing that the number of years I have to contribute and make a difference is shrinking (and seemingly faster than ever). By staying grounded in our values and embracing purposeful adaptation, we remain relevant in education and life.

How are others trying to stay relevant with how quickly things are moving in education?

The image at the top of this post was produced through Chat GPT 4.

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The Stages of GenAI Adoption in Schools

Posted in Technology, tagged , , , on October 2, 2024| 2 Comments »

How do you get everyone on board? It’s a universal question for so many initiatives. I remember when email was first introduced in schools about 30 years ago—there was skepticism, uncertainty, and hesitation. But just like email, generative AI is here, and the process of getting everyone on board feels familiar.

There’s often a desire for consistent training and understanding, so everyone feels equally equipped and confident in their use of the new tools.

I see generative AI use as a continuum for people.  Think of the continuum like learning to swim: First, you test the water with your toes (personal use), then you float (professional tasks), and finally, you dive in (working with students). Each step builds foundational confidence for the next.  We have been working through these stages as we work with colleagues.

  1. Staff  feel comfortable using it for personal use.

The first way to build comfort in generative AI tools is often in ways not directly connected to their work.  I find helping people use Chat GPT to help plan a trip, or make a recipe is a good opener. Many are nervous to use technology for something as important as work or as public as in the classroom until they feel comfortable with the tools in a more low stakes environment.  I do like some of the fun tools within Magic School (Magic School is the district wide AI tool we support in West Vancouver) like Song Creator or Teacher Jokes – which feel like ways to make AI accessible in an easy way.  For those of my generation this reminds me of how people would push email adoption by creating spaces for “Swap and Shop” or “Pet Talk” on the email platform.

For personal use, start with something fun. I’ve seen teachers use AI to generate jokes for their morning announcements or plan out their next family vacation. The low-stakes environment makes it less intimidating.

2.  Staff explore the benefits for using it for themselves professionally

Once people get comfortable within the tools personally, they can begin to use them to become more efficient professionally.  Some easy ways are creating lesson or unit plans, helping with report card comments or generating worksheets or assignments.  The value of the technology is when people to witness the efficiencies. They can then identify opportunities to reallocate time from previous tasks to focus on areas they find more valuable, such as direct engagement with students.

One teacher I spoke with recently started by using Magic School to help with lesson plans and emails. That saved her hours, and soon she was using it to generate adapted texts, which gave her more time to focus on her students.

3. Staff use the tools with students

Once adults are comfortable using it in their own practice, it is easier to use it with students.  Some of the first ways I am finding people using it with students includes adapting lessons to better allow students to move at different speeds.  Related, they are also using AI to adopt reading passages for different levels.  Teachers are also using it to create assignments that engage students with AI.  Here is a draft of a graphic that some of our staff are beginning to use around AI use with students:

In a classroom, students used generative AI to simulate historical debates, creating a dynamic learning experience that challenged them to think critically and defend their arguments using AI-generated counterpoints.

Beyond assignments and debates, students are using AI to explore different perspectives, co-create projects, and develop independent research skills. By encouraging students to build and use AI independently, we are helping them develop the critical thinking and digital literacy skills they’ll need in the future.

Ultimately, we want to ensure that the AI tools students use are not solely for passive consumption, but rather empower them to create their own AI projects and leverage AI for independent learning, without relying entirely on adult guidance.

One thing that is particularly helpful about generative AI is there is  opportunities for use across grades and subject areas and there are so many entry points whether you are just exploring or are fully integrating generative AI with your students.

The next step is simple: pick one AI tool this week and explore how it can save you time or engage your students in a new way. For me this past week, it has been Google – NotebookLM.  It is an easy (and feels a bit like it is out of a futuristic movie)  way to quickly convert documents into podcasts.  I could see some uses around uploading complicated texts in a class to share with students who may struggle with understanding the text.

Let’s continue the conversation—what are your recent experiences with AI in the classroom?

As per usual I want to be transparent with my AI use in my posts.  For this one I did post a complete draft to Chat GPT and ask for it to identify flaws in my logic.  I used this feedback in making revisions to my writing.

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GenAI and the High School Sports Coach

Posted in Change, tagged , , , , , on September 24, 2024| 9 Comments »

Anyone coaching high school sports this year should be considering how they could use generative AI to support their work.

Of course, I am a bit biased as this combines my love of technology in an education setting with school sports – two of my favourite things!

In British Columbia, like many jurisdictions across North America, there are a range of skills when it comes to those who are coaching school sports from well meaning parents or community members without a lot of history with the particular sport to former players to highly experienced teachers and community members who have coached at the national or international level.

What is true about all of them, is there is an entry point to improve their coaching this year using generative AI.  Just as we are finding ways to improve experiences in our classrooms in school using AI, the same should be true for our extra curricular sports whether on the court, field, track or pool.

So, just where should you get started?

The most common tool many are using is Chat GPT.

Some things you can use it for include:

Customized Training Plans and Practice Plans – Whether not knowing where to start or being too busy oftentimes coaches do not have clear practice plans.  AI can take a series of skills you want to cover and turn them into a practice plan.  It can also help design individual plans for athletes – whether it is individual work outside team practices or for more individualized sports.  

Game Strategy Simulation – Ask AI to develop 5, 10 or 20 scenarios that you can play out at practice. I used a simple prompt: Give me 20 different last minute basketball scenarios I could use with my team at practice during a scrimmage. You could give additional details and create more complex situations including giving details or tactics for different opponents.

Injury Prevention – Most newer coaches know little about injury prevention. Here is a simple prompt I recently used:  I want to spend the first 10 minutes of my high school cross country practice focused on activities that help with injury prevention what could I do?

Performance Feedback – Many coaches collect data from games or practices – whether it is fitness data, scoring data or any sport specific data depending on the activity.  This can be uploaded into Chat GPT and you can ask it to find trends, or suggest teaching points to focus on.

Skill Development Resources – Athletes are often asking how they can get better at A, B or C.  AI can provide access to drills, exercises and skill development linked to individual sports and specific skills within a sport.  

And Much More – Coaches can use AI to generate motivational messages or help craft pre-game talks, as a source of professional development, as a place to get advice around handling team dynamics or creating social media content to promote the team.  It also can be a source for mental health resources to support athletes and help with organizing team schedules and calendars – and I am sure much more!

Coaching is often a lonely job in high school, but generative AI (I used Chat GPT as an example here but there are definitely other alternatives) can be an assistant coach freeing up time to spend directly connecting with your athletes.

And what about going beyond Chat GPT?

There are a number of apps using AI to do higher level work (most of these have fees attached to them).

Some I have dabbled in a bit include:

Coach Logic – Provides video analysis and performance review, enabling coaches to visualize different tactics.

DribbleUp – An AI-driven tool for soccer and basketball that offers personalized drills and feedback (we have this one at home but never caught on much with our kids).

Fitbod – An app that uses AI to create personalized workout routines based on user input and progress.

Hudi – A video analysis and coaching platform that allows coaches to review game footage and simulate different game strategies.  Hudi has bought up numerous other companies in this space in recent years and often a huge range of tools.

It is a good reminder that the quality of AI to improve sports coaching will never be as bad as it is today.  The tools will only get better.  I am excited to see greater abilities with video to be analyzed and suggest drills. The future will see real-time game analysis, AI-driven recruitment tools, and the opportunity for virtual reality training sessions.

Like with all uses of AI, it is important to acknowledge concerns that some have that AI will replace human judgment, the learning curve associated with new tools may be too great, and data privacy issues must be at the forefront – especially when working with young people.  AI is meant to augment, not replace, the human element of coaching, hopefully shifting how coaches spend their time.

To rework the well worn phrase, AI will not take your job, but somebody using AI will take your job;  high school sports coaches will not be replaced by AI, but those who use it will be on the front edge of finding new ways to work with student athletes.  

High school coaches out there – how are you using AI?  What tools are you using?

At the end of each blog post I indicate how generative AI supported my writing:  The image at the top of this post was created in Chat GPT4 after a series of prompts and by uploading the post and asking for suggested images to accompany it.  After writing the post – I asked Chat GPT to find flaws in my logic, identify topics I had not covered and list topics I should have included but didn’t – I used some of this feedback to revise my post.

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