Oct. 27, 2025
Teaching in an AI World ft. David L. Jackson | My EdTech Life Ep. 341
Season 1AI ToolsAI ConversationDigital PromiseAI Literacy, Human-Centered Learning, Teacher Development, Ethical AI
Teaching in an AI World ft. David L. Jackson | My EdTech Life Ep. 341
In this episode of My EdTech Life, Dr. Fonz Mendoza sits down with David L. Jackson of Digital Promise to talk about how educators can slow down, refocus, and bring humanity back to teaching in an AI-driven world.
David shares insights from the upcoming Elevating Innovation: Thinking in an AI World conference, a research-based, human-centered event designed to help educators, leaders, and district teams move from surviving the AI shift to shaping it.
• Questions Explored
• How do we humanize tech integration in classrooms?
• Can AI improve or harm critical thinking?
• What does AI literacy really mean?
• How can leaders and teachers prepare for ethical and equitable AI adoption?
• What keeps education experts up at night about AI?
Timestamps
00:00 Welcome + Sponsors (Eduaide, Yellowdig, Book Creator)
01:30 Meet David L. Jackson (Digital Promise)
03:30 Elevating Innovation: Thinking in an AI World
05:00 The Human Side of Tech Integration
07:00 Pedagogy Before Technology
09:00 Reconciling Fear and Hope in AI
14:00 Slowing Down to Move Forward
17:00 Has AI Closed the Equity Gap?
19:00 The Understand–Use–Evaluate Framework
22:00 What AI Literacy Really Means
24:00 Play, Test, and Evaluate
27:00 Student Voice, Choice, and Ownership
31:00 ROI for Superintendents & District Leaders
34:00 From Surviving AI to Shaping It
37:00 Staying Ahead of the Curve
39:00 Challenges & Hopes for AI’s Future
43:00 Speed Round: Kryptonite + Billboard
47:00 Closing + Stay Techie
🔗 Resources & Links
🌐 Digital Promise – Elevating Innovation Conference
🎧 Listen to More Episodes of My EdTech Life
💼 Connect with David L. Jackson on LinkedIn
🎙️ Follow Dr. Fonz Mendoza (My EdTech Life) on LinkedIn
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Thank you for watching or listening to our show!
Until Next Time, Stay Techie!
-Fonz
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00:00 - Welcome And Sponsor Thanks
00:54 - Guest Intro: David L. Jackson
02:01 - Mission Of Digital Promise
03:38 - Conference Overview And Purpose
04:43 - Pedagogy Before Tools
06:18 - Human-Centered Tech Integration
07:46 - Reconciling Fears About Critical Thinking
10:35 - Slow Down To Move Forward
12:35 - AI Literacy Defined
15:02 - Play, Practice, Evaluate Framework
17:12 - Student Voice, Choice, And Agency
20:01 - Differentiation Without Compliance Traps
22:26 - District ROI From The Conference
24:54 - From Surviving AI To Shaping It
27:50 - Hopes And Worries For AI In Schools
30:42 - Closing Thanks And CTAs
WEBVTT
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Hello, everybody, and welcome to another great episode of My EdTech Life.
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Thank you so much for joining us on this wonderful day.
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And wherever it is you are from around the world, thank you as always for all of your support.
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We appreciate all the likes, the shares, the follows.
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Thank you so much for just engaging in our content.
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And I want to give a big shout out to our sponsors, EduAide, Yellowdig, and Book Creator.
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Thank you as always for believing in our mission and allowing us to bring these amazing conversations into our education space so our educators can continue to grow and learn, not only professionally, but personally as well.
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That's what we care about.
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Just great content for you to sprinkle to what you are already doing great.
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And today I'm really excited to welcome a returning guest who was here on October 12th of 2023.
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I would love to welcome to the show Mr.
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David L.
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Jackson.
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David, how are you doing this afternoon?
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And good, and good.
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It is NFL Sunday, but I am happy and excited to be here with you today.
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Hey, well, I'm excited that you get to spend a little bit of time with me.
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And I'm really excited also to continue to learn from you because we're going to be talking about a great event that you are here to promote.
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And it's something that I think is truly needed.
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And it kind of flips the script on some of the usual tech heavy conferences that are out there.
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So I'm really excited for you to share about that.
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But before we do, if you can, for our guests that may be getting to know you for the first time today, can you give us a little brief introduction and what your context is within the education space?
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For sure, for sure I can.
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What's going on, everyone?
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I'm again excited to be a returning guest.
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My name is David L.
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Jackson, born and raised in the inner city of Miami Day County, Florida.
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That's a 305.
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I have the opportunity to work for such an amazing organization, Digital Primise Global, primarily on the Powerful Learning team, helping to administer the Verizon Innovative Learning Schools program, which is going to be the host of this conference, Elevating Innovation.
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And the work I get to do day in and day out really stands in that line of aiding to shape the future of learning and expanding opportunity for every learner through the successful implementation and integration of technology across systems.
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And we're talking about from district officials all the way down to all the way down to the teachers in the classroom, combining research, practice, and technology in the process of getting to this place where we say our students are having an experience in powerful learning in their classroom spaces.
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Excellent.
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And you know, I think that's something that is great.
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And you've described something so much, uh, or actually something that really caught my ear in the description of the work that you and the rest of the digital promise team is doing is really that you are not only just trying to work and focus with teachers and students, but like you said, you know, working with district officials, talking from all the way up from superintendents to curriculum specialists, obviously teachers, and all the way down to students as well.
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And I think that's something that is fantastic because, you know, as you know, many times, you know, there are many apps, you know, that really just focus solely on the teacher and they kind of, you know, just hey, here we go and and forget about the superintendents, forget about curriculum leaders.
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And I think that this is great.
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But also, this conference that is coming up November 4th, which I highly recommend that you all sign up for, and that link will be shared in the show notes as well.
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But it is the Elevating Innovation Thinking in an AI World conference on November 4th, 2025.
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Now, David, I want to ask you a little bit about this conference because, like I mentioned before, a lot of conferences out there seem to be very tech heavy, tech heavy, I should say, and really just are promoting a lot of tech tools.
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So I want to ask you, what how does this conference actually differentiate itself from those types of conferences where teachers are just gonna go and learn about a tool?
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And here you're saying this is gonna be a little bit more research-based instruction and practice.
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So tell us a little bit about that.
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Yeah, for sure, for sure.
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And I definitely, I definitely know what you mean, being in those conference spaces, looking to looking to get some of the why behind behind why this is the best case scenario in terms of how you use a tool, but really just paying attention to more of a of a demonstration.
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What makes elevating innovation different from a couple of virtual conferences or conferences in general, we're talking about a conference that will meet the moment for education right now.
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I think what we're seeing is everybody can agree we are in a very critical time where our responsibility is to take hold and get control of how we administer not only powerful learning experiences, but how we think about tech integration in the classroom space.
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Elevated innovation is an opportunity to take that research, to take this concept of pedagogy, good teaching practices, and pair with the idea of how to use the tool.
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So we'll see some beautiful things in elevated innovation that are a bit more focused on this human aspect of administration, the human side of bringing these emerging technologies to life.
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What do I need to do as an educator?
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What should I be doing as a school leader?
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What should I be doing as a district official to ensure I'm taking the steps necessary to bring something that works for the need of the individuals that I serve day in and day out?
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And in this case, we're we're talking about the students here.
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So, you know, elevated innovation will be that and more.
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Oh, I love that.
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And you know what?
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I think something that you hit on that really resonates with me just because I I saw it this past week, you know, in our school district where uh we're talking more research-based instructional approaches in a lot of our content.
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And really it was phenomenal to really not even talk about the tech.
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Yeah, you know, it was really kind of bringing back the pedagogy front and centered, that human aspect of good practice before you bring in that technology.
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And I think that's great that nowadays it just seems like it's always the tool first, then the pedagogy, but it's it's a good time to kind of slow down to move forward.
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And one of the things, like I mentioned, that that you hit is strategy for everybody in every role.
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A lot of conferences like we talk about that are really just tech heavy, focus on the teacher and the student, but they really don't give a why or how it works to for curriculum or maybe even to superintendents to say, hey, this is why our application or why this program works or will be great for enhancing instruction.
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So I think that this is great that a lot of teachers and anybody in any role can come here and get a lot of those approaches.
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So that's very exciting.
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And one other thing that you hit on is also just that human aspect.
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And I know that in in a lot of LinkedIn posts and you and I and are kind of uh very similar on that platform and kind of follow the same circle.
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And the conversation is always that, you know, it's the the human aspect.
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How can we humanize again, you know, in or bring that human touch again into this world of uh artificial intelligence, uh, you know, and educational technology.
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Yeah.
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So I want to ask you, because like you mentioned, you are out there, you are working with various school districts, leaders, teachers, you're seeing what's going on in the classrooms.
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There are two factions that we hear about and that I hear about often is those that fear that critical thinking will be lost.
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And then there are those that say, hey, this is gonna improve critical thinking.
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I want to ask you in your experience, not necessarily where you stand, but maybe how might we be able to reconcile those two sides to better enhance learning, not only for our teachers and district leaders, but obviously for our students.
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Yeah, for sure.
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And and we we hear that that argument a lot.
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I just I just presented at an expo on Saturday, and in that expo, uh I was talking about a tool that we have called Alex.
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And in that, I was also talking about how we utilize the the technology integration matrix.
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And I paused the conversation and I just asked participants, in all honesty, what are some things you think about when you hear the term emerging technology?
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And in that, you hear some of the same, the same things that pop up, right?
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I'm afraid students aren't want to be critical thinkers.
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I'm afraid teachers will not be critical thinkers.
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I'm afraid that we're gonna continue to push this microwave style uh of education.
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I'm afraid that it's gonna take my it's gonna take my information.
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Like you hear so many different things, and I think often those fears, those fears lead to this really, these really large clouds.
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If I know anything about the concept of fear, there's always some truth in the reason why we fear these things.
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Some things that we might have experienced at some point in the past, some things that we might have seen with our own two eyes that create this sense of fear.
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And and in this case, that fear is I fear students will not be critical thinkers.
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But I would like to argue that if we go back to the basics, if we go back to just here's that human-centered piece, if we go back to standard structure, if we go back to how you use the tech tool, if we go back to clearly assessing the moment, what is the need here, what is the purpose of me using this, what is the problem I attempt I am attempting to solve, and then how does this tool, app, resource, emerging tech, how does it, how does this thing help me solve this problem?
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There's some groundwork that absolutely has to be present.
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And the reason why we often hear critical thinking is going to be lost is because we're skipping over steps and we're going directly to use, we're going directly to implementation, we're going directly to the app, to the GBT, to the resource without clearly doing the things that we were taught how to do when we came into the education space, standard good teaching and learning practices, right?
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And if we can get back to the basics, teaching those early skills and then adding the tech to it, I think we can reconcile.
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I think we can acknowledge the fear is real, and I think we can acknowledge the other side where people say this will enhance critical vegan.
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But in order to do that, let's just dissolve both sides.
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Let's meet right here in the middle and say, I think we can all agree we have to get back to the basics and then add the tech after.
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Once the basics are assessed and we got it, now we can move forward.
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Excellent.
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Yeah, no, I agree with you.
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That is a very great point.
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And I think like it just seems like we moved way too fast from 22 to 25.
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That I think here right now, at this point, there seems to be more of that thought process of, hey, it's okay to slow down a little bit in order to move forward.
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Because again, like you were mentioning since 22, and with so many applications that have come out, it's usually like, what's the next thing?
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And what's the next thing?
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And for teachers, it's like, well, now I want to use this, and now I want to use this.
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And it's almost like that fear of missing out because somebody on Twitter, LinkedIn, and so on is using this.
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And I get it, you know, there's influencers that are saying, hey, use this and do this.
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And so teachers say, Okay, that this is gonna work for me.
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But one thing that I've learned and is that what might work for one teacher may not work for your students.
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True.
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And that's okay, you know.
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But if you go back to, like you said, what good practices and good pedagogy is, and then build up to, you know, using a particular app, then that can definitely help enhance some of the learning rather than just I don't want to take and I don't want to say this and it's it because it might feel like teachers are just doing this.
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Not every teacher does this, but just you're just offloading the work to the application without really knowing if this is good pedagogy or practice because you just need to either get a grade or want to make sure you're engaging students.
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But one thing that I've heard also from other guests is that engagement does not always equal learning because the student can be engaged in that app, but it doesn't mean that they're retaining or learning or getting exactly what it is and the support that they need.
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You still need a great teacher to be able to see and shape the learning for the students.
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One other thing that I wanted to add was that oftentimes now we want to be so quick to innovate and think outside the box.
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And the other day I made a comment in one of our meetings.
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I said, you know, I know that we're all trying to think outside the box, but have we tried thinking inside the box and to see what we already have that might be able to solve or to get to the roots of the problem before we just try and put another band-aid on there.
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So I think from what I'm hearing and understanding and seeing this conference, I feel like this is a great kind of a little, a little pause and a step back to get those research-based approaches, those vetted um approaches, and be able to say, okay, I have a nice starting point here of something that has been used and has been effective, and see how I might sprinkle that on to what I am already doing.
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Great.
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And just kind of bringing back that human piece first before the application.
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And I think that's something that's important.
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So that's great.
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So I'm really excited about that too, as well.
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So I want to ask you, uh, David, in your experience, because and I know that this kind of ties into that conference because we're talking about best practices, but I want to ask you as far as what you have seen in your experience too as well, the use of artificial intelligence within the school districts and within students and and uh teachers, have you noticed that there has been uh it has it closed the gap on equity and access, accessibility and learning?
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Or do you find that maybe in your experience that still exists and we haven't really seen that gap closing as much as we thought or think it is?
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Yeah.
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That's a beautiful question, man.
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I I think there there are two pieces that that I want to that I want to throw into the into the pot here.
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The the first part is any emerging technology that that isn't clearly understood, clearly vetted, um and in the process of vetting, understand the context in which is it will be implemented in.
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Any of those have the potential to be disruptives.
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Any of those have the potential to increase these gaps that we've historically been trying to close.
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So they all have they all have that potential to to do that.
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And so I I want to make sure I I also I offer that thought because there's often um whenever we have these conversations, right, there there is there is a hand in the sky that is always gonna highlight it's causing problems and the and here and we just need to get rid of it.
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But I do think what what we're seeing, especially in in districts that have uh sought out the responsibility to get ahead of the curve and get in front of the ball and address artificial intelligence as something that will be here for the long term, something that is not going anywhere, something that is being implemented across the job market, something that is being implemented everywhere.
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We see the most successful districts say, you know what, I have to get in front of this, and I don't have to get in front of this alone.
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I have organizations such as Digital Promise who are seeking to clearly define that line in the sand to help continue to close the gaps, but to ensure that we do it in an equitable way.
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And the way you do it in an equitable way is understanding the context in which you're implementing the artificial intelligence tool strategy or structure into.
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Here, there's a there's a strong need for AI literacy.
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And we see that the districts that win, the districts who, the districts who are thriving and districts who are closing those gaps, they have clearly recentered the knowledge and skills necessary first to enable humans to then directly facilitate processes with artificial intelligence.
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And there's a framework that we like to use here.
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And the first part of the framework is understand.
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After understand, you have use.
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And after use, we have evaluating.
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We talked about the concept of evaluating, is just assessing the process, right?
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What did you get out of this?
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What did you see?
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What did you learn?
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And how do we make this better to best support, to best support our young learners?
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And so in in short, I'm gonna say, of course, right?
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Of course you see districts who who are making strides, who are making really big jumps, right, in both proficiency and math and reading and things of that nature.
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Of course you see it, but then you also see the repercussions uh of not clearly vetting it and understanding exactly what you're doing and or ensuring that we are preparing teachers to lead that charge, preparing, preparing lead school leaders to lead that charge, preparing district officials to ensure that they understand what exactly is going on in in the space.
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Excellent.
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Now, you mentioned AI literacy, and I know that that has been talked about, you know, significantly, and it just seems like every post that I see, it's it seems and it looks a little different.
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And I understand that, you know, because it it all depends on on the adapting it to who your audience is, who you're working with, and so on.
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But I want to ask you, you know, and if you with through your experience, you mentioned AI literacy, can you tell me what AI literacy means to you?
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Uh that way, for maybe my audience that's listening that, or maybe maybe hearing it for the first time, or maybe just want to hear just something different.
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What can you define AI literacy and how that might be seen in a district?
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Yeah, for sure.
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So I'm gonna define it.
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The first part of it was defining it, defining it for myself.
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And I think that we we talk about AI literacy to me, it means understanding the basic knowledge and skills necessary for me as an individual to move to this space of implementation, the basic knowledge and skills necessary for me to even seek to bring an AI tool or emergency technology uh concept into practice.
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The same way we think about reading, there's a science to how we read.
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There's a science to understanding language, right?
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I think AI literacy operates the exact same way, understanding the smaller components before we actually get to this space of use, what is it, right?
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What is my basic foundation?
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What is my baseline of knowledge here of what AI can do and how AI should be used?
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And after I have a very clear understanding of the AI, then I move into interacting.
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Teachers need playtime.
00:20:00.480 --> 00:20:02.240
People need playtime.
00:20:02.240 --> 00:20:10.000
Anybody that is seeking to implement artificial intelligence or understand the concept of AI literacy, you need to play with it.
00:20:10.000 --> 00:20:22.720
You need to take a deep dive with it before you again go to this space of implementation, figuring out how do I use this tool as a problem solver and not a disruptor, right?
00:20:22.720 --> 00:20:28.720
As not something that is stinking for me, something that uh something that is disrupting the way in which I live my life.
00:20:28.720 --> 00:20:34.799
And the last part is just going back to recentering that human judgment aspect of it, right?
00:20:34.799 --> 00:20:36.640
Did this work?
00:20:36.640 --> 00:20:39.359
How do I know that it worked?
00:20:39.359 --> 00:20:42.079
What went well and what didn't go well?
00:20:42.079 --> 00:20:44.480
What things am I taking from this?
00:20:44.480 --> 00:20:53.359
Going back to the drawing board, and then once you have those general skills, right, the same way that reading works, I can continue to level up my uses, right?
00:20:53.359 --> 00:20:56.480
I can continue to move to the next level and how I'm using AI.
00:20:56.480 --> 00:21:07.599
And so there are some things that absolutely need to be foundational prior, right, prior to prior to even demonstrating or giving it to students in the classroom space.
00:21:38.009 --> 00:21:39.049
Oh, I love that.
00:21:39.049 --> 00:21:39.769
That is great.
00:21:39.769 --> 00:21:53.930
And, you know, I I would imagine, I mean, for with this answer, I think for anybody, even up at the central office level, you know, even principals, I mean, imagine I wake up as a as a principal and I'm like, okay, what do I do first?
00:21:53.930 --> 00:21:55.849
Now I'm wondering how am I going to prepare my staff?
00:21:55.849 --> 00:22:10.650
And I think that you really, with the way that you define this and the approach that you take, I think it is a great approach, especially for leaders that are out there listening, that are working, you know, and are principals, whether they're curriculum leaders, that it's a great way to start.
00:22:10.650 --> 00:22:38.329
And like you said, I think that fundamental pieces that that play, understanding it, understanding how this works, understanding what it the the capabilities, and obviously some of the the not so or the I guess the I don't want to say downside, but just what it can and can't do, you know, what it can do great, what it may not do great, and be able to understand that before putting it in a student's hands.
00:22:38.329 --> 00:22:49.450
I think that's something that is fantastic because then as a teacher, you're in the know-how, you know how you might be able to integrate this already with your lesson at the end.
00:22:49.450 --> 00:22:51.129
And I just want to quote Dr.
00:22:51.129 --> 00:22:55.450
Monica Burns, who always says it's task before apps.
00:22:55.450 --> 00:23:02.009
So what exactly is your objective and what is it that you're trying to do, your learning goal?
00:23:02.009 --> 00:23:16.089
And then how might app A, B, and C, or whichever one of those three that you want to choose, might be able to enhance that learning and maybe even redefine it, modify it, and take it to that next level.
00:23:16.089 --> 00:23:17.690
And I think that's something that's great.
00:23:17.690 --> 00:23:28.250
And oftentimes I think the the the biggest barrier is often that point that you mentioned, which is that play barrier, you know, professional development, PLCs.
00:23:28.250 --> 00:23:41.210
One of the things about PLCs is that I always say it stands for please learn compliance because it there really isn't any kind of practice that's happening or planning because some may be too short.
00:23:41.210 --> 00:23:47.450
Another one is that, hey, that's where I need to give my list of add-ons or follow-ups as an administrator.
00:23:47.450 --> 00:23:55.529
So it's about finding that time and doing it in such a way where the teachers can ask, experiment, use.
00:23:55.529 --> 00:24:00.490
And like you mentioned, I love that framework, uh, which is that evaluate piece as well.
00:24:00.490 --> 00:24:06.250
Now, by evaluating this, now I can see does this have value in my classroom yet?
00:24:06.250 --> 00:24:18.970
And I'm saying yet because maybe at that time they say, well, maybe not yet, but I can see how I may implement it either later on in a different module, in a different unit, and so on.
00:24:18.970 --> 00:24:20.329
So I think that's fantastic.
00:24:20.329 --> 00:24:21.930
That's it's great advice.
00:24:21.930 --> 00:24:25.529
Now, I know student agency really matters too as well.
00:24:25.529 --> 00:24:33.289
So I want to ask you, how do you see AI supporting or threatening student voice and choice?
00:24:33.289 --> 00:24:41.849
Through so through your experience that you've um, you know, gone around and seen many schools work with this, you know, what is it that you've seen?
00:24:41.849 --> 00:25:09.049
I mean, I know personally some of the applications that I've used with students are not necessarily, let's say, complete generative AI in that sense, but you know, that it allows for that creation and you know, uh presentation building and things of that sort where I've seen that it does amplify voice, but maybe there might be some teachers that might say, well, you know what, maybe this this might not work out and it might harm voice and choice.
00:25:09.049 --> 00:25:10.410
What are your thoughts on that?
00:25:10.650 --> 00:25:10.970
Yeah.
00:25:10.970 --> 00:25:26.490
I always always looked at the the classroom as an opportunity to to engage in in a really crucial relationship between teacher and student in order, in order for a teacher to be successful, then they have to know who their students are.
00:25:26.490 --> 00:25:46.890
What I love about emerging technologies or artificial intelligence is it provides an extended opportunity to acknowledge the variability of each of those students in the class, as opposed to a one-size-fits-all demonstrate your level of mastery or demonstrate your level of learning through simply submitting through none way.
00:25:46.890 --> 00:25:58.329
We're seeing emerging technologies, tech tools, apps and resources, or artificial intelligence provide different pathway opportunities that best suit who the learner is at their core.
00:25:58.329 --> 00:26:09.129
And so if you have a student that's interested in just designing a piece that represents something that they could not get out of their mind, they could not stop thinking about, you can provide that opportunity.
00:26:09.129 --> 00:26:18.809
Or if you have a student that much rather record their voice, so you have a student that much rather uh, or a student who may struggle to write and who may need speech to text.
00:26:18.809 --> 00:26:27.289
And so you have so many different tools to get to the core of who the student is, things that we didn't have before.
00:26:27.289 --> 00:26:36.089
And I know as a former classroom teacher that we get as creative as we can be to meet the need of the students.
00:26:36.089 --> 00:26:39.609
Good teachers are always going to find a way to make it happen.
00:26:39.609 --> 00:26:48.009
We now live in a time where we continue that the human relationship aspect where I learn as much as I can about my students.
00:26:48.009 --> 00:26:52.890
I pay as much attention as I can to the young learners that I serve day in and day out.
00:26:52.890 --> 00:26:54.250
I know them inside and out.
00:26:54.250 --> 00:26:56.009
I know them better than I know myself.
00:26:56.009 --> 00:27:08.650
And because I know that, and I've taken time to play and learn these different resources and learn about these things that are out there that are vetted and proven to work, I can bring these into my classroom, right?
00:27:08.650 --> 00:27:21.369
And I want to just add another piece: tech tools, resources, artificial intelligence that I understand, that I know how to use into the classroom to accommodate those students.
00:27:21.369 --> 00:27:29.849
And I think in the process of this relationship, in order for a student to feel this sense of agency, there has to be a motivating factor.
00:27:29.849 --> 00:27:32.250
Curiosity has to be present.
00:27:32.250 --> 00:27:41.769
There are conditions that absolutely need to take place in the environment of the classroom before a student can say, I got this, or I'm gonna pick, right?
00:27:41.769 --> 00:27:44.170
You still set that up as an educator.
00:27:44.170 --> 00:28:02.970
And if you can do that, then 1,000%, I think the artificial intelligence, tech tools, emergency technologies, I think these things have the opportunity to meet students exactly where they are to further to further their their education and journeys and processes by giving them giving them access to trolls and books.
00:28:03.369 --> 00:28:04.170
No, I love that.
00:28:04.170 --> 00:28:16.490
And you know, I think for me is student ownership has always been something huge, you know, and you know, as opposed to sometimes maybe in a classroom, it could be just, you know, teacher tech driven.
00:28:16.490 --> 00:28:21.529
And it's really the tools that the teacher just, hey, get on this computer, get on this program, do that.
00:28:21.529 --> 00:28:44.490
But I think when the student becomes that creator of their learning and shows mastery in a way that is, you know, to them personal, near and dear, or it taps into one of their things that they love to do the most, whether it's uh the creativity of recording themselves, student voice, uh, you know, a graphic, things of those sorts.
00:28:44.490 --> 00:28:44.730
Yes.
00:28:44.730 --> 00:28:46.730
I've always been a huge proponent of that.
00:28:46.730 --> 00:28:52.410
And I think, like you said, it does come back to that human piece of knowing your students.
00:28:52.410 --> 00:29:02.809
And it's okay to present multiple ways that they can share the information that you've given them to show you if they are mastering.
00:29:02.809 --> 00:29:09.609
And again, talking a little bit about process and looking at that process to get to that final product.
00:29:09.609 --> 00:29:14.009
Yes, yes, you know, and so I think that's that's something that's fantastic and that I love.
00:29:14.009 --> 00:29:28.490
And um, you know, and and as the technology continues to evolve and and continue to move forward, I think that I'm seeing that some applications are moving in that way of trying to really help the students also become those creators.
00:29:28.490 --> 00:29:46.890
But at the end of the day, I think uh, like you said, a very solid teacher with great pedagogy will still be able to do that with whatever tool that might be available, but allowing the student to give uh and showcase their learning and giving them that student ownership, I think that that's fantastic.
00:29:46.890 --> 00:29:48.650
And I'm I'm all here for it.
00:29:48.650 --> 00:29:50.890
And that's something that I still don't want to lose.
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