0:14

Welcome to another episode of Sage Studio.

0:17

I'm Tiffiny Webster and we are back

0:17

with Christian Jackson for part

0:23

three of three of our AI series.

0:25

So Christian, welcome back to the podcast. Thank you for having me back.

0:28

I'm excited for part three. Me too.

0:31

Okay. So to wrap up our AI series today, what

0:32

we're going to be talking about is ways

0:38

that students need to be cautious when

0:38

using AI, just a few things that they

0:43

need to be considerate of, and then

0:43

also how parents can support their kids

0:48

in effectively and safely using AI.

0:51

Just a refresher, our first episode

0:51

that we did in this series was all

0:55

about implementation by teachers and

0:55

bringing AI safely into the classroom.

1:00

And Sage Oak is doing a great job making

1:00

sure that there are safeguards around the

1:04

way that our teachers are utilizing AI

1:04

and our students are interacting with AI.

1:09

And then in part two of our series, we

1:09

really talked about some of the ways

1:13

that students can really use AI to

1:13

dive deeper into their education and

1:19

into their creativity with some of the

1:19

project uses and study skill uses, things

1:26

like that to support them as students. So today we just want to make sure that

1:27

we're covering our bases and making

1:30

sure that our students are safe and

1:30

our parents are feeling comfortable.

1:34

So you ready to get into it? More than ready.

1:37

This is a very important conversation

1:37

around the the parent child use.

1:40

So I'm excited for it. And once again, we went to the source.

1:43

I asked ChatGPT to generate a list of

1:43

some ways that students can safely use

1:50

AI and also to what are some things

1:50

that they need to be cautious about.

1:53

So we are going to see what ChatGPT

1:53

says, and then I want to get your

1:57

thoughts on on this and any additional

1:57

comments that you have to add based

2:02

on your expertise in this area. All right.

2:05

So first of all ChatGPT wants our

2:05

students to be aware that they need to be

2:11

reviewing the information for accuracy.

2:14

Where have you seen this come

2:14

up with student use of AI?

2:16

I it's just, that's

2:16

just base level, right?

2:20

and we talked, we touched on this in

2:20

episode 2, just knowing where information

2:23

comes from, and then if you're ever

2:23

going to put your name on something

2:26

that you helped or you worked on, you

2:26

better be sure that the information

2:30

in there is correct and accurate. And you can't 100% Confirm

2:32

that AI is going to be right.

2:36

100 percent of the context is different.

2:38

You might have different uses

2:38

for acronyms, so on and so forth.

2:42

So just always double checking the

2:42

work is of critical importance.

2:46

Yes, agreed for sure. Okay. Now that kind of goes into number

2:48

two, which ChatGPT says, be wary

2:53

of plagiarism that directly copying

2:53

and pasting of responses from

2:59

AI without properly attributing

2:59

where they came from or modifying.

3:04

So how can students make sure that they

3:04

are not plagiarizing if they're using AI?

3:08

We need to ensure that there's a culture

3:08

of transparency at the end of the day.

3:12

Whether that's starting with teachers

3:12

or administrators and trickles down.

3:16

Students need to make sure that if they're

3:16

using AI to help write or source any parts

3:21

of their papers or say that you used it.

3:24

And I think this comes down to just

3:24

the way that you would use any other

3:27

resources if you were using a book or an

3:27

article that you either need to cite the

3:33

article, cite the book that you found the

3:33

information, or you need to put it into

3:37

your own words to really make it your

3:37

own thoughts, your own feelings, your own

3:41

opinion in order to make sure that you

3:41

are not plagiarizing, that again, you're

3:45

either giving that credit where credit is

3:45

due, or you're changing it enough that it

3:50

really truly does become your own work. Okay, number three, dependence,

3:53

being overly reliant on AI tools

4:00

and maybe forgetting some of those

4:00

good practices of just being a

4:03

student without relying on AI. What are your thoughts on that?

4:06

So how do we just make sure

4:06

that these tools aren't used as

4:08

shortcuts and they become crutches.

4:11

And then they become just, if I

4:11

just got the work done, I don't

4:14

have to think about it anymore. It really comes down to, in the education

4:15

space, I'd say, at least, you have to just

4:19

build the coursework and lessons around

4:19

it so that you're still forcing students

4:23

to think critically and creatively, even

4:23

with these tools being in existence.

4:27

Because when you get into the real

4:27

world, like you and I are in, you

4:30

can use these tools all the time. I use them every single day,

4:32

and I don't think we've got any worse at critically thinking.

4:35

I use them all the time, too. Okay. But I agree.

4:38

I think it's a tool. It is not what I use to do

4:40

my job, but it's just another

4:43

tool I use to do my job better. And yeah, I think that's an important

4:45

thing is that we want students to

4:48

realize that this is a tool to help

4:48

them become better thinkers, better

4:52

students, better communicators. And we touched a lot on that in episode

4:54

two, which I think was really good.

4:57

So I agree. Just something that students

4:58

need to be aware of. Don't use this to replace

5:00

the old noggin up top, right?

5:03

Okay, privacy concerns. This was something that

5:05

we touched on as well. If students are using ChatGPT,

5:07

should they say something

5:11

like my name is I'm this old?

5:13

How could help me to create XYZ?

5:16

Should they be using that personal

5:16

information when they're prompting

5:19

ChatGPT or other AI software? A quick brief answer is no.

5:23

I have conversations all the time with

5:23

teachers about what data, what information

5:27

can you be sharing with these tools? There's no need for the

5:30

student to let them know. My name is, and I go to this

5:32

school, No need to provide names,

5:35

address, socials, no need to do

5:35

any of that extra additional work.

5:38

But it also comes down to we as the

5:38

adults, how are we instructing them to be

5:42

able to use and interact with these tools? Yeah, good point.

5:45

And I think you're exactly right. Like sometimes having some context of

5:46

what would be some great resources for a

5:51

fourth grade project on is helpful because

5:51

it does put ChatGPT or these AI tools at

5:56

the right level, but you don't have to

5:56

say your name, who your teacher is, what

6:01

school you go to, those kinds of things. How about lack of

6:02

context or understanding?

6:05

What if AI may not understand what

6:05

it is that you're asking it to do.

6:10

How can students be cautious about that? That's the most common misuse.

6:14

So my recommendation is always

6:14

try to provide as much context and

6:18

information as possible because

6:18

that's the only way you're going

6:21

to get the result that you want. And I think we touched on this

6:23

in episode one and episode two.

6:26

We did. Using these tools is really

6:27

just like a good managerial

6:29

and communication honing skill. One of the things I've been doing a

6:31

lot recently is I just turn out my

6:34

microphone on my computer and just

6:34

talk to it, like free flow of thought.

6:38

Because I find when I type, I

6:38

always structure my sentences

6:40

and it takes a little longer. Oh, I love that. That's a good hack.

6:43

I like that. Our students might use that one as well. Okay.

6:45

That's a good one. All right. How about if students are using this,

6:46

what's the chances that they're Results

6:53

are going to be the same as maybe another

6:53

student who's also giving ChatGPT that

6:57

prompt, and is there a chance here

6:57

that they're going to end up with the

7:00

same content on a project or a paper

7:00

if they're both using these tools?

7:05

It's a non zero chance. It's a non zero chance, and especially

7:07

if you're copying and pasting it in 100%.

7:12

Yeah. That's where it gets back to. This isn't just a copy and paste tool.

7:16

It really is to help get your thought

7:16

process going, get you on the right

7:20

track so that you can personalize,

7:20

modify and make it your own.

7:25

We're singing that anthem all the

7:25

way this series, which is good.

7:29

And that also comes down to ethical

7:29

use, and making sure that you're

7:33

using it in a way that isn't harmful.

7:35

Can you speak to that in any way? We've been seeing this ever since the

7:37

internet was around, there's always new

7:40

ways to disseminate bad deeds, right?

7:44

This makes it a little easier to generate

7:44

images or something, so on and so forth

7:48

that you shouldn't be doing, right? That just comes down to.

7:52

There's always going to be

7:52

malintent in the world, right?

7:57

How do we make sure that students

7:57

understand the repercussions of

8:01

such malintent and such bad actions? And I think that just comes down to

8:04

going again, which we'll talk to later

8:08

on, being a good digital citizen. So number eight kind of circles

8:10

back to one that we touched on a

8:12

little earlier, but it's just a

8:12

general over reliance on technology.

8:17

And we talked about this a little

8:17

bit in previous episodes, where.

8:21

When we were talking about writing

8:21

a paper, there's something beautiful

8:24

about just putting that pen to paper

8:24

and watching a piece of writing come

8:28

together that doesn't include technology

8:28

or maybe a piece of artwork that

8:32

doesn't always start with technology. Is there a chance that AI and ChatGPT

8:34

are going to maybe make students overly

8:39

dependent on just always going with the

8:39

tech route when working on projects?

8:45

The answer is yes, there's always a chance

8:45

of over reliance on technology, 100%.

8:49

And how we go about that, and how we

8:49

make sure that it doesn't become a

8:55

large issue, now and again to what

8:55

are the safeguards that we're putting

8:59

in place, as adults in the room, to

8:59

ensure that students are still, they

9:05

still have those light bulb moments. They're still going from a

9:06

blank white piece of paper to

9:08

a canvas that they just wrote. I love that.

9:11

And I love just really holding space

9:11

for the art of writing or working out

9:16

your math problems on your own, going

9:16

through that productive struggle without

9:19

the assistance of technology can still

9:19

be extremely valuable and balancing

9:24

that out with the support of the tech. I think it's a good thing.

9:27

Extremely valuable. And then at number 10 here is

9:28

impact on the learning experience.

9:33

So it's saying that while AI

9:33

can enhance learning, it can

9:37

also distract from personal

9:37

satisfaction and deep understanding.

9:41

And that is related to that

9:41

productive struggle, right?

9:44

When it comes so easily, students

9:44

aren't necessarily going through that

9:49

grind of editing an essay or figuring

9:49

out a math problem or thinking about

9:55

something scientifically through all

9:55

the different stages and the methods.

9:59

How can we make sure that this tool

9:59

isn't robbing our students in a way of

10:05

going through that productive struggle. I find this question and topic very

10:07

interesting, because from the surface

10:13

level, you would presume automatically.

10:17

Yes, this would just lead to service

10:17

level understanding, and I won't really

10:21

understand what it is that I'm learning

10:21

because it's giving me the answers.

10:25

I know for myself, I've used AI to

10:25

help me understand extremely complex

10:31

and just onerous financial breakdowns.

10:34

So I have to learn how a specific

10:34

report or a specific item works.

10:39

And AI will help me, if I ask what

10:39

does this mean, how does this table

10:43

work, it can help break down those

10:43

processes for me, which speeds

10:47

up my learning time a ton, right?

10:51

If we're going to transfer that anecdote

10:51

into the education space, the answer

10:56

is, if we're teaching to a completion

10:56

model, where it's, if I get my work

10:59

done, I can just stop thinking about

10:59

it, and then I'll just think about it

11:03

again in two weeks when I have a test. Okay, and we're looking at a big

11:05

problem with deep understanding

11:09

because these tools will be great. I can just take my phone, snap

11:11

a picture of a worksheet, and

11:14

it'll give me the answers, right? If we have education in our schools

11:17

built so that we have more project

11:22

based learning, which means I have to

11:22

have a deep understanding to reach an

11:27

end goal then have to understand how

11:27

all those pieces add up to get to that,

11:31

end that project, end that assignment. And It really, it comes down to

11:34

that end goal, is our end goal to

11:39

have something finished or is our

11:39

end goal to understand something?

11:42

I've seen it in my own work. I learned so much faster and we've seen

11:44

these case studies come out of students

11:48

who don't have a ton of resources.

11:50

I get these AI tutors one to

11:50

one on their cellular devices.

11:54

Their learning cycles and their ability

11:54

to showcase improvement more than

12:00

doubles in the course of the school year.

12:02

It's just all about how we are getting

12:02

our students equipped to learn and what

12:08

we are hoping that they learn over the

12:08

course of an 8- 10 month school year.

12:12

For sure. And I think that example that you

12:12

gave was just really powerful because

12:16

it really demonstrates how this

12:16

powerful tool is not just a shortcut.

12:22

If you use it in the right way, it

12:22

gives you access to concepts and

12:26

ideas that you wouldn't maybe be

12:26

able to access so quickly or easily

12:31

or in a way that you can understand

12:31

it and consume it at your level.

12:35

so much. Just example that you said about

12:36

understanding things that are financial

12:39

or you could put in there, how do

12:39

mortgages work or what is, amortization

12:43

tables and interest rates, like

12:43

things that are really big concepts

12:45

that maybe our students just want

12:45

to have it like a bite sized level.

12:49

I love the ability to put in something

12:49

deep and heavy like that and then

12:53

ask AI to distill that down into

12:53

something that's bite sized to get

12:56

our students walking down that path. So smart. It's levels and foundations that

12:59

we're setting up and AI helps.

13:03

Bring it down to a level and then

13:03

help build you up from there.

13:06

So good. Love that. Okay, so that was the top ten list of

13:07

things that AI said that our students

13:12

should be a little bit cautious of. So I'll read through those again.

13:14

One was the accuracy of the

13:14

information they're receiving.

13:17

Two was plagiarism. Three, too much dependence on AI.

13:22

Four those privacy concerns, number

13:22

five was the lack of conceptual

13:28

understanding Number six was having the

13:28

same work as somebody else who might

13:32

be using a I Seven was the ethical use.

13:36

Eight was becoming just overly

13:36

reliant on technology in general.

13:40

Number nine was

13:40

misunderstanding capabilities.

13:43

That's when you maybe aren't feeding

13:43

AI that exact prompt to get the

13:47

results that you are looking for. And we've talked about that.

13:49

That's an important form of

13:49

communication now, really feeding

13:52

the AI, the right prompts. And then number 10 was the impact

13:54

on the learning experience.

13:57

And you really shared a great way

13:57

that actually we can turn this

14:00

obstacle into a learning opportunity.

14:03

So I love that. All right, let's dive in now into some

14:05

of the ways that can really play a

14:08

critical part when it comes to supporting

14:08

their students with the use of AI tools.

14:13

Number one on this list is the importance

14:13

of parents educating themselves about AI.

14:19

Speak to me about that a little bit. Parents are likely doing themselves

14:21

a disservice if they are not at

14:28

least interacting with these tools to

14:28

understand how they work and communicate.

14:34

And the reason why I say that

14:34

is we are preparing are children

14:38

today to go into a workforce that

14:38

we don't even understand yet.

14:43

And to let adult fear get in the way of

14:43

their potential success is unacceptable.

14:49

I got that direct quote from a

14:49

superintendent in California.

14:53

It stuck with me ever since.

14:56

And the sentiment is really, we need

14:56

to make sure that we're best equipped

15:02

ourselves to put our kids in the right

15:02

position to be successful in life.

15:07

And just on a side note, as an

15:07

educator and a parent myself, I

15:10

think it's also okay to be like, Hey!

15:13

I don't really know how all of this

15:13

works yet, but I, as a parent who is

15:17

also involved in your instruction, I'm

15:17

willing to learn this and go through

15:20

this with you and figure it out together.

15:23

And I think it's okay. Our parents don't need to feel like they

15:24

need to be the experts in the room in

15:27

order to work with their kids on that. Do you agree with that?

15:30

Do you think it's okay? I totally agree with that because

15:31

there's great situations now, even

15:34

in classrooms where the teachers

15:34

are teaching the students and the

15:38

students are teaching the teachers. And there's nothing wrong with that.

15:41

There's nothing wrong with that. Yeah, I like that too.

15:44

Okay, so parents, take a

15:44

little pressure off yourself.

15:46

You don't have to do a deep

15:46

dive in order to be effective

15:49

in supporting your students with

15:49

learning and using these tools.

15:52

Okay. Just go interact with one and just

15:52

ask it, what's the weather today?

15:56

I like it. Baby steps. So good.

15:58

Okay. Number two, this is a good one,

15:59

is setting some ground rules.

16:02

So how would you suggest that parents

16:02

go about setting some ground rules?

16:05

I think we'd be missing some

16:05

foundational levels if we just start

16:09

talking about AI instead of looking

16:09

at how are you implementing, you

16:13

know, safe controls at home with

16:13

smartphone use and device use, and

16:18

what apps you're able to access, right? Setting those ground rules, I think

16:20

is a little bit difficult if you don't

16:24

understand how these tools work or what

16:24

they are in the first place, right?

16:27

have fun with those tools yourself

16:27

so you can understand what they

16:29

look like and what they can do. And you'll be in a much better position to

16:31

put ground works and guidelines in place.

16:35

Yeah, for sure. And that brings us into number three,

16:36

which was to monitor the use right and

16:40

making sure that your students aren't,

16:40

being overly excessively dependent on

16:44

these tools or spending more time than

16:44

you feel comfortable using on these tools.

16:48

That kind of wraps into

16:48

what we were saying as well.

16:51

I think we're at a time where it's of

16:51

utmost importance that parents really

16:55

look at their households and look at the

16:55

way that they're monitoring usage right

17:00

now, and that will blend bleed right

17:00

into how you're going to be monitoring

17:05

Ai use For parents that want to monitor

17:05

the use of these tools by their students,

17:11

are there places typically within these

17:11

AI apps where they could go and they

17:16

could look at the search history or they

17:16

could go and see some of the work that

17:20

the student has been doing with the AI? There is, actually.

17:23

If you share an account on ChatGPT,

17:23

you can see all the interactions tools

17:27

like SchoolAI are out there, and you

17:27

can see all the conversations and

17:31

chats that happened with the tools

17:31

that you allowed the students to use.

17:35

It's probably a good place for some

17:35

parents to start knowing that if their

17:39

students are using tools that are either

17:39

provided by Sage Oak or that they are

17:43

just finding on their own to use to

17:43

support them, that parents realize that

17:47

there is sort of that history feature in

17:47

most of these tools that it sounds like

17:51

they could take advantage of to go back

17:51

and look at some of those conversations.

17:54

So that might be a good

17:54

way for them to do that.

17:57

Okay. Number four is about encouraging

17:58

critical thinking, which is something

18:02

that we've been talking about. When it comes to student use, especially

18:03

at home how can our parents help

18:08

encourage that critical thinking? There's a lot of good use cases and

18:10

applications that could happen at

18:14

the household level, where if these

18:14

students know how these tools work,

18:18

they could apply that to some of

18:18

their critical thinking abilities

18:22

and the big project outlines. Say, for example all parents have

18:23

things happening around inside the

18:28

household, there are projects that

18:28

might be a little bit daunting, right?

18:31

And generally, You wouldn't have the

18:31

kids help on those projects because

18:36

it's working with contractors But

18:36

if there are some projects or items

18:40

that they could be involved with, why

18:40

not ask the kids to build out like

18:44

a plan or a potential budget with AI

18:44

and then they're gonna look at it.

18:48

They might not have any idea what

18:48

expenses mean at the time, right?

18:52

But when they look at it, they're gonna

18:52

see the word for the first time and see

18:55

how much this might cost and go, Oh, I

18:55

might just learn something from being

18:58

around it and seeing it be printed out. So for critical thinking abilities, I

19:01

really think that's a good opportunity

19:05

for parents to look at what is

19:05

happening in and around the household.

19:08

Yeah. And what could they involve the

19:08

students in and then give them a

19:11

big project that they could not

19:11

complete without these tools and

19:15

then see what they're able to do. Yeah, I actually think that's a

19:16

really fun and creative way to use it.

19:19

And a great way for parents to

19:19

maybe get that learning curve in a

19:23

little bit as well, too, is ask AI

19:23

a question about maybe Hey, we are

19:27

planning on taking a RV trip and we

19:27

want to stop in these four places.

19:31

What's the best route to go? And you could use something like AI

19:32

to help you with a trip planning.

19:36

Or you know, if you wanted to

19:36

maybe look up a career path.

19:40

You know that you would be interested

19:40

in and what would be the best way to

19:43

do that or you need a new refrigerator

19:43

what's the best way that you should be

19:47

looking into that and things that you

19:47

should be considering before making

19:50

a a purchase right there's some great

19:50

like kind of household type of ways

19:54

that you could use AI, but turn those

19:54

into real life learning experiences.

19:58

And that is like the beauty of

19:58

being an independent charter is

20:02

that you can maybe capitalize on

20:02

some of those real life experiences

20:06

for some of your learning lessons. So good.

20:08

I really like that idea. Number five, we touched on this

20:09

already, but this was just about

20:13

promoting ethical use of this.

20:15

So making sure that you're using, these

20:15

AI tools for good and not for harm.

20:20

And I think again, that's something that,

20:20

that all parents, want for their kids.

20:24

Number six, this is about

20:24

balancing traditional learning.

20:28

And I think we just, we stumbled upon

20:28

that really when we talked about some

20:32

of these really fun ways that you can

20:32

use AI to generate some project based

20:37

learning or some critical thinking on

20:37

a topic that you maybe wouldn't have.

20:41

So do you see this becoming more

20:41

of a trend and a natural thing?

20:45

Okay. You know, for a while there, it was

20:45

like, Oh, gosh, you know, when we

20:47

started to Google something that was

20:47

like really new Oh, we Google the topic.

20:51

And now then we moved

20:51

on to YouTubing a topic.

20:54

Now are we going to let's ChatGPT it.

20:56

So whether it's ChatGPT or any other

20:56

mechanism, AI is going to become

21:01

increasingly embedded into just about

21:01

everything that we do digitally, I

21:06

would say because everything is an

21:06

algorithm with our social medias and

21:10

even your Amazon purchases, right? And those are all powered by AI too.

21:14

So when it comes down to search,

21:14

which is the baseline of it all,

21:18

Yes, we'll see that happen more. And I think that comes back again to

21:19

why it's important to understand just a

21:23

little bit about how these tools work. Yeah, for sure.

21:26

And the credibility of them and

21:26

the sourcing of the information.

21:29

I mean, you know, getting back to that

21:29

fun little example we were just talking

21:32

about with, if you're in the market

21:32

for a new refrigerator and you're using

21:35

ChatGPT as a family to figure out which

21:35

one you should get, it still doesn't

21:39

beat maybe going down to the store. and then using that list to actually make

21:40

an informed decision as a consumer or to

21:45

use that to do a little bit more research

21:45

on other reviews or things like that.

21:50

So again, I think it, it is this

21:50

kind of power to get your ideas

21:56

going, but nothing beats balancing

21:56

that with some of the other critical

22:00

thinking strategies that we have. Let me think of a funny example to say

22:01

you have a Samsung phone and use this AI

22:06

on a Samsung phone to look for a fridge. Maybe some of those Samsung

22:08

refrigerators are going to pop up first.

22:11

Oh, yeah. Good point. Good point.

22:15

Okay, number seven is

22:15

encouraging varied sources.

22:19

So that is, , that do

22:19

books still have a place?

22:23

Do documentaries still have a place?

22:25

Do novels or all those different sources

22:25

still have a place when it comes to

22:30

giving students a complete education?

22:33

I'll make this one short. Okay. Yes.

22:37

I think so too. One hundred percent. Yeah, I think so too.

22:40

Those varied resources are really good.

22:43

And it's good for students to see the way

22:43

that you can present information in all

22:46

those different types of medium as well. So I love that one.

22:50

Okay privacy and security.

22:53

Again we touched on this one a little

22:53

bit earlier, but just making sure

22:57

that privacy is really important.

23:00

It's very important for them to understand

23:00

how their data is being used and at the

23:05

end of the day how the internet kind

23:05

of works and you as a digital citizen,

23:09

how valuable your information is. For sure.

23:13

And number 10 staying informed

23:13

about updates and changes.

23:17

I think this is a good one because it

23:17

feels like this is all happening so fast.

23:22

There's so many new

23:22

things to keep up with.

23:25

What's a best way for for

23:25

parents to stay on top of this?

23:30

Most of us have a Facebook account

23:30

or Instagram account There's always

23:35

profiles and accounts that you can

23:35

follow that give you quick pieces of

23:38

just updates and information about what's

23:38

changed, what's new, what Google just

23:42

released, what Microsoft just released. And if follow a couple of those accounts,

23:44

then you're going to be kept up to date.

23:50

on a baseline level, right? And then the other way is, why not

23:51

just ask the, ask your children, right?

23:56

Ask the kids what they've seen. Just ask them. It's so true.

23:59

The kids are great teachers. I think those are some really great

24:00

tips On a macro level, you can

24:04

hear what are the big thinkers in

24:04

the world of AI thinking about?

24:07

Yeah. Yeah. But then on a micro level too, if

24:07

there's like just a piece of software

24:11

that your student is interacting with,

24:11

maybe it's iReady or IXL or Magic

24:16

School or something like that, you could

24:16

subscribe to their newsletters as well.

24:19

And sometimes they'll just send you

24:19

an email with kind of that little bite

24:23

size of information that you might

24:23

need to know as a parent about a new

24:26

feature they've added to their program.

24:28

So that might be another way that the

24:28

parents could also stay informed getting

24:32

okay, so let's review our top

24:32

10 list of ways that parents can

24:36

support their students at home.

24:38

Number one is just educating themselves

24:38

about it and starting to learn and

24:43

get involved in AI and what AI offers.

24:46

Number two, setting those ground rules.

24:49

Number three, monitoring use. Number four, encouraging critical

24:51

thinking for both educational

24:55

and those home based projects. Loved that.

24:58

Number five, promoting ethical use.

25:01

Number six, making sure that we're

25:01

balancing the use of the tech

25:04

with some of those other things. All those other great learning materials.

25:08

And Encouraging all the varied

25:08

resources and still getting our hands

25:12

onto, paper, pencil, crayons, blocks,

25:12

all those other building tools that

25:16

are really essential to learning. Number eight is making sure

25:18

that we're discussing privacy and

25:21

security, that's always at the

25:21

forefront of using the tool safely.

25:25

Number nine is providing this supportive

25:25

learning environment so that our

25:30

students are always learning in a

25:30

place that comfortable and that our

25:35

parents are supporting them there. And they know that their parents are

25:36

right there to help them with that.

25:39

And then number 10 is just

25:39

staying informed about all of

25:43

the updates and changes that are

25:43

happening in the world of AI.

25:47

Quite a list. Yes.

25:50

Yes. And I'd like to reiterate one more time.

25:52

Sure. Of most importance as parents in today's

25:53

day and age, we want to make sure all

25:58

of our kids and the youth are wise and

25:58

knowing digital citizens of the world.

26:02

Christian, it's been such a great series.

26:05

I really appreciate all of your

26:05

insight and your information, your

26:09

experience, your wealth of knowledge.

26:11

I could go on and on the topic,

26:11

but I do really appreciate all that

26:14

you've shared with us in this series. I think it's been really informative.

26:18

For our parents, for our students

26:18

and for our teachers as well.

26:21

So thank you so much for all

26:21

that you've contributed to this.

26:24

Likewise, Tiffiny and a fantastic job to

26:24

you with the podcast and the questions

26:28

and the insights that you bring to this

26:28

for your parent community and fantastic

26:34

work that you are doing over at Sage

26:34

Oak to make this a conversation.

26:38

In the first place, because a lot of times

26:38

this could be uncomfortable conversations

26:41

because it's a hot topic and it's

26:41

beautiful to see that you all are not just

26:45

unafraid of tackling it, but that you're

26:45

also excited about looking at where this

26:49

could potentially help your students. Absolutely.

26:52

I think we have more to discuss. There could be more

26:53

podcasts down the road. I don't see why not.

26:57

This changes every week, doesn't it? All right, everyone.

27:00

Thank you so much for tuning in to part

27:00

three of our three part series on AI.

27:05

If you didn't get a chance to

27:05

listen to the other two episodes,

27:08

you can go back and do that now. Again, episode one is all

27:10

about implementation and how

27:13

our teachers are utilizing AI. And episode two is all about

27:15

best practices for students.

27:19

All right. Thanks again, Christian, for being here.

27:21

And I do truly appreciate

27:21

all of your insight.

27:23

It's been great to learn with you. Likewise.

27:26

Talk to you soon.