Nov. 16, 2025
How AiDigiCards Help Kids Learn AI Safely ft. Amber Ivey | My EdTech Life Ep.343
Season 1
AI Conversation
AI In Education
AI Literacy For Kids, Ethics In AI, EdTech Equity, Responsible Integration Of AI In Education
How AiDigiCards Help Kids Learn AI Safely ft. Amber Ivey | My EdTech Life 343
In Episode 343 of My EdTech Life, I sit down with Amber Ivey to explore AiDigiCards, a new screen-free way to introduce kids to AI literacy, curiosity, and critical thinking. Amber breaks down the journey from her AI-for-adults work, to her children’s book AI Meets AI, to her new hands-on learning system for kids ages 4–8.
We talk about parent concerns, privacy, LLM overreliance, ethical design, and why AI learning should start at the kitchen table, not on a tablet. If you're an educator, parent, or anyone thinking about the future of AI readiness for kids, this conversation is packed with insight and practical takeaways.
Timestamps
00:00 – Introduction
02:00 – Why Amber focuses on AI for kids
05:30 – From books to workshops
09:15 – Introducing AiDigiCards
10:30 – Why screen-free AI learning matters
12:00 – Parent concerns about AI
14:00 – Protecting curiosity and creativity
17:00 – The four C’s of AI literacy
21:00 – Kids spotting real vs fake
26:00 – “Are kids too young for AI?”
27:00 – Teach kids AI… or AI teaches them
29:00 – The problem with unsafe AI tools
35:00 – Amber’s personal journey
37:30 – What keeps her up (in a good way)
40:00 – AiDigiCards Kickstarter
46:00 – Thank you to our sponsors!
🔗 Learn more about AiDigiCards: https://aidigicards.com
🔗 Follow Amber Ivey: LinkedIn
🎧 Listen to Episode 317 (Amber’s first appearance)
A massive thank-you to our sponsors: Book Creator, use code MYEDTECHLIFE for 3 months of premium access.
Thank you EduAide, Yellowdig, and Peel Back Education for supporting these conversations.
Peel Back Education exists to uncover, share, and amplify powerful, authentic stories from inside classrooms and beyond, helping educators, learners, and the wider community connect meaningfully with the people and ideas shaping education today.
Authentic engagement, inclusion, and learning across the curriculum for ALL your students. Teachers love Book Creator.
Thank you for watching or listening to our show!
Until Next Time, Stay Techie!
-Fonz
🎙️ Love our content? Sponsor MyEdTechLife Podcast and connect with our passionate edtech audience! Reach out to me at myedtechlife@gmail.com. ✨
00:10 - Welcome And Sponsor Acknowledgements
01:16 - Introducing Repeat Guest Amber Ivy
02:45 - Amber’s Background In AI And Government
06:07 - From Adult AI Work To Kids’ AI Literacy
08:43 - The Book And AI Digitals Journey
12:22 - Why Screen-Free AI Learning Matters
16:57 - Inside The ABCs Of AI Card Deck
21:22 - Curiosity, Confidence, And Critical Thinking
24:21 - Parents’ Fears, Access, And Safety
28:30 - Teach Kids AI Before AI Teaches Them
32:14 - Ethics, Wrappers, And Kid-Safe Tools
35:49 - Personal Reflections And Motivation
37:41 - Hopes, Risks, And Equity In Access
40:59 - Kickstarter Details And How To Back
42:43 - Lightning Round And Closing
WEBVTT
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Hello, everybody, and welcome to another great episode of My Ed Tech Life.
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Thank you so much for joining us on this wonderful day.
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And wherever it is that you're joining us from around the world, thank you as always for your continued support.
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We appreciate all the likes, the shares, the follows.
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Thank you so much for engaging with our content and sharing it with others.
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And I am so excited about today's episode.
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Obviously, our episodes are made possible by our wonderful sponsors.
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And I want to give a big shout out to Book Creator, EduAid, Yellow Dig, and our newest sponsor, Peelback Education.
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Thank you so much for believing in our mission to bring these conversations to life to help our educators continue to grow professionally and personally as well.
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And if you're interested in being a sponsor, please make sure you reach out to me at myedtech.life at gmail.com.
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And we can definitely get you on the show too as well.
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But again, enough about that.
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I am so excited about today.
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We have a repeat guest.
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And sometimes you may say, well, Fonz, we've already seen that guest before on your episodes, but but you don't know what happens between episode to episode.
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And this is why I am so excited to welcome to the show Amber Ivy, who is joining us, and she has an amazing product project that she has brought to life.
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And it's something that is going to be a game changer for our young kids here in the age of AI.
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So Amber was originally on her show on March 17th of 2025 or episode 317.
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Look it up, we'll link it because you definitely need to check that one out too as well as we dive in deep.
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But this one is more for me like a celebration, and I'm celebrating the work that Amber is doing because it is truly exciting.
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So, Amber, welcome to the show again.
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How are you doing on this wonderful evening?
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I am so excited to be here.
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One, thank you for having me back.
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I'm super excited to just update you on what's been going on because a lot has happened in since March.
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And I cannot believe we're already in November and almost at the holidays, but we are here and I'm super excited to chat with you today.
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Exactly.
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And I'm excited too.
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But before we dive in, Amber, because I am really excited, and I know you and I are already warmed up and ready to go for this chat.
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But uh before we dive into that, there may be some new listeners and that may not be familiar with your work just yet.
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They haven't checked out episode 317.
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So if you can give us a little introduction and what your context is within the education AI space.
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So I have a weird background.
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My background is in data and performance management and AI, but not for edutainment or education or ed tech, more so for government.
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So I started my work in that space and I've been helping government use those tools to make decisions for the people they serve.
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Then insert Chat GBT, um, the the year, the month, November, actually what, three years ago now, that changed all of our lives.
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Where um I immediately saw as I was talking about these things for adults in my day job, and even I had a podcast focused on talking about these topics.
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I saw immediately parents and adults had a weird reaction, right?
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As we get older, things get a little bit more scary.
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But I do know my niece, she says, hey, Alexa, all the time, and was talking to um AI and uh smart speakers way before she had access to a laptop or any other smart device.
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So I realized I probably needed to start a little bit earlier.
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So I now focus on AI for adults through my um day job, and then at night, AI for kids.
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I love that.
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And so that is very interesting because the two worlds that you are working in have really helped bring this to light and just bring everything together for you.
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And I love the fact that as in your working with adults, you're taking a lot of those topics, a lot with those skills, and the way that you're able to translate them and for for a four-year-old, for an eight-year-old, for a 12-year-old, for some parents, and make it uh easy to understand for them.
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I think that that is something fantastic.
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And you mentioned your podcast, and your podcast is great.
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It is AI for kids.
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If you haven't checked it out, make sure you check it out.
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We'll link it in the show notes.
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Make sure you subscribe, or you can also visit Amber's website at AI Digitels, where you will find all things AI uh for kids and the work that Amber is doing.
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But Amber, going back to this, and I know you, you know, got from the previous show, we talked a little bit more about obviously the importance of teaching our students the ethics of AI and using it properly.
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And we've seen so much happen in that landscape.
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But now you have come up with a wonderful, uh, let's say, non-screen-free way for students or young kids and parents to be able to learn these concepts.
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So tell us about this project and what brought this to fruition.
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So it all started for me back to when I told you November happened.
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So before all that, I don't know if I talked about this last time we were on the podcast, but I had an AI for adult podcast around AI.
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My voice is also trained in an AI avatar.
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Like, this is back in like 2021 before it was cool.
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And um, her name is Clara, and she travels the world and she was interacting with kids to help kids like get more access to AI because the theory is a real human's voice, but it sounds a little bit more robotic.
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So they asked me to be a boy.
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So she travels the world from here to Dubai.
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She was on Telemundo, like she lives a life.
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So I've been in this space, let projects on this space for some time.
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So 2022 happened November.
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Everyone was like, This is happening.
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Let's ban it in schools or let's um access it.
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Like the pendulum for where people were was all over the place.
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And in that moment, I realized back to like my niece using things like Alexa or playing in some of these tools like Roblox that have AI integration, or thinking about Netflix or YouTube that literally, sorry, there's like algorithms and AI components in there that are actually like saying to our kids what they should watch or shouldn't watch.
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So I was like, I need to meet kids where they are.
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And it's starting with the book, AI Meets AI, about a little girl named um Addy Iris who meets a robot named Jazz, who was lost from JHU.
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I'm right near JSU, and JSU has some amazing AI um labs there and robotics labs.
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And I really wanted kids to see themselves as not just users and hey, Alexa or okay, Google of these technologies, but could see themselves as creator.
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The book did well.
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I self-published, which is did well shockingly, without a publishing company.
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So yes, still selling, still doing well in this category.
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And then I was like, wait, something else needs to happen here, which is where AI Digitales came from, which was like, I want to talk about AI through stories.
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Started that, started doing workshops for kids, switching from adults to kids.
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And then also, same time, I still do workshops in the day for AI for adults as well, but also started doing it for kids in schools and things like that.
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And then I was like, all right, the book is not enough.
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What is next?
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The workshops happen, then launched the podcast, AI for kids, which really focuses on interviewing both adults and kids about these technologies and getting into like the nitty-gritty of like, why is it good?
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Why is it bad?
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How can you do it?
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How can you use it?
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And allowing kids another screen-free way, because they're just audio, screen-free way to hear and understand what it is.
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And fast forward after that, I was like, okay, I can't be in all places with these workshops, just not possible.
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People may or may not find the book as well, but what is something else I can get into the hands of folks?
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And as I was interviewing people, and we also have a series on our podcast that we wrap next Tuesday called The ABCs of AI.
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I was like, there's something there.
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And I had heard really good feedback from those um different uh podcasts, how people play them in their classroom, how parents are learning.
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Someone sent me a video of their four-year-old talking about an algorithm.
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First of all, I could not say algorithm at four.
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This four-year-old could.
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And I was like, all right, there's a there there.
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So, like drum roll, please.
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That's when I came up with the idea of something called AI Digicars.
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Now I know you're wondering what's going on with all this AI, Digi, Digi, or whatever.
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AI Digitales, AI Digicars.
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But what AI Digicars are, they're a screen-free way for kids to be introduced to AI through um like storytelling, activities, like, but take it away from the screen.
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We don't have to throw kids on a screen to learn about um AI.
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Think about all the things we learned in school through in theory classes where it was just reading a book.
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Think about all the songs you learn about, like, think about Schoolhouse Rock.
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How did you learn about a bill?
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The first time you learned about a bill was through that song, I'm just a bill, or whatever it was, Barney cleanup song.
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A lot of things happen through song and activity that stick in our mind.
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Whereas something that we may have like learned in the book, we can't say on page 365 of this biology book, I remember this thing, but you do remember what it means to like be in the lab or be interactive.
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So I'm like, we can do that with AI.
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So let's start with the deck.
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Our first deck is the ABCs of AI, mostly because we were already been talking about the topic and we're offering kids the ability to interact with AI, 130 different cards, five cards per letter in five different modalities because kids learn differently.
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And we're trying to keep the education and entertainment together so that kids can remember this.
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And we're like the we're the beginning of this.
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So as the kids get the concepts later, like when we sung the Bill song, we didn't know what the heck a Bill was or what was going on.
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But then when we got to like later on in life, like, oh, I know what this is and I can connect it.
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So we're like the very beginning and basics of that.
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First deck is ABCs of AI for kids ages four to eight, and we hope to expand to nine to twelve in our next deck that's focused on the ABCs as well.
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I love it.
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And you know, one of the things that I do want to highlight that you did mention is the screen time.
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And you and I had talked about a little bit warming up for the chat, how parents are limiting that screen time and are now opting from the fancy, wonderful computers, supercomputer phones, and now going back to what would be a flip phone or a phone that is really restricted as far as what the student can access.
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They may be able to access, you know, just the important apps, you know, the phone numbers and so on.
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But I think that you doing interviews, knowing parents, hearing their thoughts, and seeing that many parents have that, uh, I guess that fear because of what is happening.
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And we hear a lot of stories through, of course, character AI and a lot of uh AI chatbots.
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So being able to provide them with a way to learn the concepts.
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And like you said, that taking those hard concepts that you would normally work with with adults and really, I guess, molding them in such a way, not necessarily dumbing them down because that's not what we're doing, but putting them and packaging them in a way that a four to eight-year-old and a parent can understand and they can have conversations together in multiple modalities and or activities in multiple modalities, I think is something that is fantastic.
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And I'd love to hear a little bit more as far as for four through eight-year-olds and the parents that would be using these cards and interacting with them at home, what would you like to be their biggest takeaway after, you know, playing with the cards and learning the concepts there?
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I think um, to your point of around the screen time, I think a lot of people assume that the only way for a kid to learn about AI, which I see a lot of adverse reactions to the idea of AI for kids.
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So normally people are like, AI for kids, no, keep the AI away from our kids, which I understand 100%.
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But for me, it's like the way you introduce it.
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Should we hand a four-year-old an app in a chat bot?
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No, absolutely not.
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Can we sit at the table and play a game with the four-year-old that talks about an algorithm or talks about ethics or teaches them some of the basics of like what is an AI robot or what have you, and help them think about like things that could be fake online or whatever it is to help them get early understanding?
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We totally should.
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And I understand parents, and I hear this all the time, and there's studies that showed us as well.
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Parents are banning or reducing screen time.
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Like 70% of parents in a recent survey are reducing screen time.
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There's also these screen-free movements.
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Um, there are parents um in communities, either to your point, either in affluent communities, or who like even Gen Z and Gen A are also saying, I want my life back.
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Let's just have a regular flip phone, because in case of emergencies, you should have that.
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We do not need to have smartphones in um in classrooms.
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I hear teachers complain all the time about like having a smartphone, they have to fight for the attention of that.
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The dopamine that's uh that's being released and all these things that we know are happening with screen time addiction, with the loneliness epidemic, with these different um apps that are like building relationships with our kids.
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Now they're in toys.
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Like Mattel is about to put AI into toys.
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There's a bunch of little um AI tools out there that exist, right?
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So if we know these things are coming, we want to make sure kids understand it.
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I want to put this back into the parents' hands and the kids' hands for when they're ready and they can still learn about these concepts.
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So they don't feel like they're behind, but they allow them to do it in a way that they're comfortable with.
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Like the thing I say is like AI learning or AI literacy literacy should start at the kitchen table, not on a tablet.
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And right now, a lot of boot camps will hand your kid a tablet.
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We don't want our kids in those ecosystems, the data being trained on them.
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Our cards don't train on your data, our cards don't even know who you are.
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Like, unless you write your name on it and you know whatever it is, we have no idea, right?
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And we will not have that data on your family, but your family will have a good experience.
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And this is deck just deck one of many that that are gonna come.
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That is wonderful.
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And I absolutely love that.
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That again, you're you're providing a wonderful resource for parents.
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Uh, when I worked with parents and we would do our technology Tuesdays, and we would talk about digital safety, digital citizenship, all of those things, it it's the parents, there is a need there, but sometimes they feel overwhelmed because they don't know where to start.
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There is so much information.
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But when you're able to condense it and be able to provide them with whether literature or some resources that they can go ahead and take in and have those conversations with their child, I think that's something that's fantastic.
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And here they have something that is ready-made where it is not something that is very ominous to them and very scary to them that they will feel uncomfortable with.
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It's something that they can all do together.
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And like you said, sitting at the kitchen table together as a family, going through the cards.
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A is for algorithm, you know, Q is for quantum, you know, and things of that sort.
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And talking about that where later on, as the students continue to grow and parents are listening to the news or listening to whatever's out there, they start making those connections too, as well, like you did mention before.
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And so I love that that the cards will also, you know, pique uh parent and child's curiosity, their creativity, but will also help them in their confidence as well.
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So I want to, yeah.
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So I want to ask you, you know, was that the idea to link these three things uh into AI literacy?
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Because right now, at least in the world that I'm in in the education space, and I know you hear it too, the term AI literacy, but but there's so many definitions, and sometimes you're like, like, what does this even mean?
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It's you say it's like you say a word so many times that it loses its meaning and you don't know what it is.
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But kind of like I want to ask you, you know, I because I think like the curiosity, creativity, and that confidence component really build nicely into the this wonderful exercise in AI literacy.
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100%.
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The one of the things I hear the most from parents or teachers, this is also for teachers though, like having the classroom, and I know teachers are really excited about it as well, but I hear they're afraid of, I call them the four C's.
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They're afraid of AI taking the curiosity, AI taking away confidence, AI taking um critical thinking.
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I forgot my other C.
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There's another C there.
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Collaboration, curiosity.
00:17:10.330 --> 00:17:11.769
Yes, curiosity is the four C.
00:17:11.769 --> 00:17:13.930
They're afraid of AI taking those things.
00:17:13.930 --> 00:17:18.410
And in reality, like we're seeing early studies that show like critical thinking does go away.
00:17:18.410 --> 00:17:22.569
These other things do go away when we use AI and rely on it too much.
00:17:22.569 --> 00:17:32.490
And AI, in this sense, I'm saying talking about LLMs, there are a lot of different types of LL, excuse me, AI, but LLMs is like the main one that we're all talking about right now.
00:17:32.490 --> 00:17:45.690
So, how can we make sure that kids using AI or learning about AI and LLMs or these other um foundational components to the AI that is publicly open to us, how do we make sure to be flipping on its head?
00:17:45.690 --> 00:17:53.529
So for us, instead of taking away curiosity, critical thinking, confidence, um, and I forgot my fourth C.
00:17:53.529 --> 00:17:54.730
I will get it later.
00:17:54.730 --> 00:18:00.569
But we've taken away these, the C's, we flip it on its head to make sure that we give that back.
00:18:00.569 --> 00:18:04.490
So think about if you have a definition car, there's a definition up there.
00:18:04.490 --> 00:18:13.289
But the thing that's really cool about it is beyond the definition that's easy to understand for a kid or a parent, the parent doesn't have to feel like anxiety, like helping a kid.
00:18:13.289 --> 00:18:18.490
I remember like thinking about helping a kid with a homework and homework and seeing that things have changed since we went to school.
00:18:18.490 --> 00:18:19.609
And then like math is new.
00:18:19.609 --> 00:18:23.049
Like if I hear about new math one more time, I'm gonna, in my head, it's gonna explode.
00:18:23.049 --> 00:18:25.129
But like how kids are doing things are different.
00:18:25.129 --> 00:18:26.890
Our cars that doesn't matter.
00:18:26.890 --> 00:18:29.529
You can be a parent who's never understood AI concept.
00:18:29.529 --> 00:18:46.569
You can talk about the definition, and under every single activity, definition, or whatever the main modality is for the card, there's a question or something that you can do that further enhances that, that allows the conversation to continue so that every time you interact, it could be a different discussion and whatever.
00:18:46.569 --> 00:18:49.930
And that allows the card deck to continue to grow with the kid.
00:18:49.930 --> 00:18:56.410
The other piece I didn't say um is that at some point, parents do want their kids to get online, right?
00:18:56.410 --> 00:19:00.490
Or um we also target this for kids who do not have access to screens.
00:19:00.490 --> 00:19:05.769
So this is for individuals who don't want their kids to be on screens or who do not have access, right?
00:19:05.769 --> 00:19:14.009
But when we get to the point where you think your kids are ready or your access increases, we have digital expansion packs that are coming on board as well.
00:19:14.009 --> 00:19:30.490
So then you can go online and a very um like working with partners who we trust and and different um modalities or not modalities, different um tools and things that we trust for you to try things out with your kid in a very secure and safe environment when you're ready.
00:19:30.490 --> 00:19:31.769
But that's totally optional.
00:19:31.769 --> 00:19:35.129
You can still learn about all the AI concepts without ever going online.
00:19:35.129 --> 00:19:36.890
So that's what I'm excited about.
00:19:36.890 --> 00:19:43.849
And um, I just can't wait to get it in the hands of human beings and have kids out there playing around and testing them.
00:19:44.089 --> 00:19:49.129
And that's something that's very exciting because I think that this is something so refreshing.
00:19:49.129 --> 00:19:55.609
Because again, going back and talking to about screen time, and I myself, you know, working as uh an assessment coordinator.
00:19:55.609 --> 00:19:57.129
I mean, talk about screen time.
00:19:57.129 --> 00:20:02.730
The students have to practice continually on computers, a lot of the curriculum, a lot of the books.
00:20:02.730 --> 00:20:08.650
Uh like pretty much it's like you're you're on a Chromebook all day long for the most part.
00:20:08.650 --> 00:20:26.970
And as teachers, like you mentioned before, having to fight for that attention and being able to, I mean, it's it's almost like really like you're creating TikTok videos like right then on the spot, because you have three seconds to get them hooked into what you're doing and probably about five minutes at most of attention span.
00:20:26.970 --> 00:20:28.569
And then, all right, let's go.
00:20:28.569 --> 00:20:49.210
But uh, I mean, having something like this, and and again, now with this younger generation and these four and eight-year-olds that may get these hands on these cards, or four through eight-year-olds that may get the hands in these cards and the parents, I think that this is something fantastic now because then a lot of those students are already going to learn the concepts, they're learning actively.
00:20:49.210 --> 00:21:03.690
And again, once as they continue to grow and move through school, and then of course, the uh availability of those expansion packs where now that card can come to life as in, for example, where I'm learning about algorithm here.
00:21:03.690 --> 00:21:09.930
What does that look like on a computer, on a computer program, and things of that sort, and understanding those things.
00:21:09.930 --> 00:21:18.089
And then you really start to build that literacy, not only just the knowledge of the definition, but also being able to see it in action.
00:21:18.089 --> 00:21:20.250
And I think that that is something that is fantastic.
00:21:20.250 --> 00:21:37.129
That as they continue to grow and mature, you know, the parents might feel still a little bit better that their child at an early age knows the difference or can tell, maybe just even outputs, understanding like what is a real output, what is not a real output.
00:21:37.369 --> 00:21:38.569
That is one of our works.
00:21:38.809 --> 00:21:39.129
Yeah.
00:21:39.129 --> 00:21:55.210
And especially now, Amber, with the way that video is getting that for many young, young adults that are and young kids that are have been on living on YouTube for a very long time, even for them, it's very hard to tell what is real and what is not.
00:21:55.210 --> 00:22:03.369
And so I'm glad that there is a wonderful resource, a tool that parents can use and work together with their parents.
00:22:03.369 --> 00:22:13.769
So I want to ask you too, just be on your experience, because I know that there was a lot of research that had to have gone into producing these cards and talking to a lot of parents and so on.
00:22:13.769 --> 00:22:27.690
So, within that scope, what were some of the more surprising ethical or privacy concerns that you might have observed or heard from parents when, you know, you're talking about the cards and what they can do.
00:22:27.690 --> 00:22:33.930
So tell us a little bit about that just so we can, as educators, also hear a little bit about what parents are thinking.
00:22:34.250 --> 00:22:38.809
So I'm gonna think one of the, let me answer the surprise, and I'll talk about some of the other things I heard.
00:22:38.809 --> 00:22:43.210
One of the things that's interesting is like this hype around AI.
00:22:43.210 --> 00:22:53.129
Um, and also around the hype, like parents are a little bit concerned because their kids know more than them, which I don't think is a bad thing, and what that means.
00:22:53.129 --> 00:23:01.129
So, because of the hype and because AI is integrating a lot of their devices, parents are literally saying, like, hey, my kid is using this thing.
00:23:01.129 --> 00:23:02.569
I don't know what they're doing.
00:23:02.569 --> 00:23:03.529
They know it better than me.
00:23:03.529 --> 00:23:08.009
I've also seen this like on the ground, um, doing like live workshops with kids.
00:23:08.009 --> 00:23:15.049
I can show them an image, a video, they're more likely to identify a fake than an adult, which is good.
00:23:15.049 --> 00:23:16.490
And it's actually amazing.
00:23:16.490 --> 00:23:19.450
I think we don't give kids as much credit as we should.
00:23:19.450 --> 00:23:31.609
And this is like, I'm not talking about middle schoolers, like this is in even my elementary um classes where kids literally, when I do the same like type of test with adults to kids, kids get it right more often.
00:23:31.609 --> 00:23:34.009
So I think we don't give kids as much credit.
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They're growing up in this world, a little bit more skeptical.
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