ISTE 2026: Practical Tools for Teacher Collaboration with Kevin Donohue 的完整文字稿

putting kids' data in there and all that, but what does that look like to 00:02:49.573 --> 00:02:49.853 you? 00:02:50.651 --> 00:02:52.811 Kevin Donahue: So we, I was supposed to lead an hour-long session. 00:02:52.811 --> 00:02:53.081 We had 00:02:53.141 --> 00:02:53.981 about 150- 00:02:54.301 --> 00:02:54.341 Oh, nice. 00:02:54.681 --> 00:02:55.781 teachers, leaders in 00:02:55.781 --> 00:02:56.451 there, big crowd. 00:02:56.731 --> 00:02:58.611 Um, of walking 00:02:59.251 --> 00:02:59.511 I kind of 00:02:59.511 --> 00:03:00.621 see five opportunities to 00:03:00.621 --> 00:03:01.391 plug AI in. 00:03:01.741 --> 00:03:02.701 So kind of first 00:03:02.701 --> 00:03:05.871 off, especially for summer months, is that idea of planning, 00:03:06.711 --> 00:03:10.851 Um, having AI take a look at everyone's schedules, everyone's energy levels, being part of that 00:03:10.851 --> 00:03:13.291 prompt too, and saying, "Okay, when's the best time for us to 00:03:13.291 --> 00:03:15.241 meet?" Um, and then 00:03:15.291 --> 00:03:19.341 what having AI kind of plug in as agenda creator, 00:03:19.611 --> 00:03:22.311 as question asker, so that when you're coming to 00:03:22.311 --> 00:03:24.791 it, um, when you're even forming those norms and 00:03:24.791 --> 00:03:26.731 those root beliefs, which you really should do at the beginning of the 00:03:26.731 --> 00:03:28.611 year, having AI be the moderator of 00:03:28.611 --> 00:03:31.571 that conversation so that there's a little less maybe, 00:03:31.571 --> 00:03:34.261 uh, thumb on the, on the, on the questions that, 00:03:34.271 --> 00:03:37.101 you know, one teacher's taking the lead teacher's or, something like that. 00:03:37.151 --> 00:03:38.591 It kind of frees up the conversation. 00:03:39.613 --> 00:03:39.773 Jethro D. Jones: Yeah. 00:03:39.773 --> 00:03:43.773 and that's an interesting role for the, for the AI to take as a moderator. 00:03:44.123 --> 00:03:45.213 How else do you-- 00:03:45.223 --> 00:03:46.443 What else is valuable 00:03:46.443 --> 00:03:46.883 about that 00:03:47.391 --> 00:03:49.821 Kevin Donahue: So, um, I think where you really see that 00:03:49.821 --> 00:03:51.381 extension is, is when you're moving into 00:03:51.381 --> 00:03:57.201 the school year, and I think especially, again, coming from a, a private school background where our PLCs tend to be smaller across the 00:03:57.201 --> 00:03:59.191 grade levels, where you might not have all 00:03:59.201 --> 00:04:01.201 the instructional resources of a larger 00:04:01.291 --> 00:04:02.271 district or school, 00:04:02.711 --> 00:04:03.461 um, is AI as 00:04:03.821 --> 00:04:03.911 an 00:04:03.921 --> 00:04:04.821 expert, right? 00:04:05.021 --> 00:04:06.431 Or AI as a, as a 00:04:06.431 --> 00:04:09.601 gap So I-- The, the joke I made during our presentation 00:04:09.601 --> 00:04:13.061 was if you have, a, PLC where emotions run a little bit 00:04:13.061 --> 00:04:17.491 high, maybe you're bringing AI as a moderator that keeps the temperature low. 00:04:17.981 --> 00:04:26.641 Uh, if you're a PLC where there isn't expertise in English language learning or supporting students with ADHD or dyslexia, maybe AI is that voice around 00:04:26.641 --> 00:04:41.291 the table so that whatever you-- After your data analysis, after your questions, even during your assessment creation, those conversations are having that kind of expertise brought to the table, you know, through, through the you know prompting with the, r- with the right guidelines and guardrails around that, for sure. 00:04:41.301 --> 00:04:41.321 Yeah. 00:04:42.141 --> 00:04:42.902 Jethro D. Jones: uh, So, 00:04:42.952 --> 00:04:47.092 ISTE, ASD released, at this conference the Stretch AI. 00:04:47.662 --> 00:04:48.792 they're gonna release it tomorrow. 00:04:49.022 --> 00:04:51.002 But it's embargoed till then. 00:04:51.022 --> 00:04:51.802 But this won't go out 00:04:51.802 --> 00:04:52.082 till then. 00:04:52.092 --> 00:04:52.112 Yeah. 00:04:52.552 --> 00:04:55.902 Uh, so they're-- they released Stretch AI, which is 00:04:55.902 --> 00:05:08.312 their, their chatbot that allows you to use their resources from ISTE and ASCD to say what best practices look like and things like that, and they've trained it on their stuff. 00:05:08.662 --> 00:05:09.122 So 00:05:09.892 --> 00:05:10.792 w- what 00:05:10.932 --> 00:05:12.562 I see is that for most people, 00:05:13.352 --> 00:05:15.752 what the AI has already is good enough. 00:05:15.782 --> 00:05:15.932 Yeah. 00:05:16.192 --> 00:05:18.432 Um, and they don't feel the need to 00:05:18.432 --> 00:05:18.872 go 00:05:19.162 --> 00:05:19.922 that deep. 00:05:19.932 --> 00:05:24.152 Is that your impression also, or do you think something like Stretch AI is really 00:05:25.072 --> 00:05:28.332 that valuable that it'll be used enough for it to be meaningful? 00:05:28.592 --> 00:05:28.612 Kevin Donahue: it to 00:05:28.612 --> 00:05:28.622 be 00:05:28.622 --> 00:05:28.632 meaningful? 00:05:28.632 --> 00:05:29.932 I think there's a good-- That's a really good 00:05:29.932 --> 00:05:30.392 question. 00:05:30.402 --> 00:05:32.172 Um, in this morning's session that I 00:05:32.172 --> 00:05:35.632 was leading, one of the things we talked about was whatever AI 00:05:35.632 --> 00:05:39.422 you're using, right, having that project or that folder or that, 00:05:39.452 --> 00:05:41.212 um, notebook, depending again 00:05:41.282 --> 00:05:43.322 on Gemini versus Copilot versus, you 00:05:43.322 --> 00:05:44.632 know, ChatGPT, 00:05:44.922 --> 00:05:47.942 um, so that you are at least including your own 00:05:47.942 --> 00:05:48.872 resources, right? 00:05:48.912 --> 00:05:51.722 And that might be old agendas, chat conversations, whatever. 00:05:52.042 --> 00:05:56.072 So I think if there's an opportunity to load in some expertise to make 00:05:56.072 --> 00:05:57.662 sure those conversations are aligned

00:05:57.922 --> 00:06:01.052 with broader school goals or district goals, I think that's a 00:06:01.052 --> 00:06:01.895 real positive. 00:06:02.632 --> 00:06:08.642 Whether or not that is coming directly from the ISTE ASCD world, it's kind of a different question. 00:06:08.642 --> 00:06:08.972 Yeah. 00:06:08.972 --> 00:06:11.312 Um, you know, I think there are a lot of 00:06:11.350 --> 00:06:11.480 you 00:06:11.582 --> 00:06:12.972 and schools out there that 00:06:13.422 --> 00:06:17.232 would be grateful to have those resources as part of, you know, the background 00:06:17.232 --> 00:06:18.062 information, right? 00:06:18.092 --> 00:06:21.302 And this, and this is where like a tool where NotebookLM I think is so valuable 00:06:21.302 --> 00:06:24.112 is is by ne- being able to choose those sources, 00:06:24.592 --> 00:06:26.212 you can kind of refine the output and get what 00:06:26.212 --> 00:06:26.972 you're looking for. 00:06:27.152 --> 00:06:28.761 But I think for most PLCs, 00:06:29.622 --> 00:06:32.898 they're, they rightly should be more focused on kind of their students in that aspect. 00:06:34.294 --> 00:06:36.244 Jethro D. Jones: so when you say being a, 00:06:36.244 --> 00:06:36.578 a, 00:06:36.668 --> 00:06:40.718 a, another member of the PLC, what does that look like in practice? 00:06:40.858 --> 00:06:43.178 Walk me through what that would look like. 00:06:43.178 --> 00:06:43.598 Are we doing 00:06:44.748 --> 00:06:44.878 a voice AI? 00:06:44.878 --> 00:06:47.028 Are we having them be part of the conversation? 00:06:47.038 --> 00:06:51.388 The AI likes to interrupt a lot, so that may not be the best, but what's your thought there? 00:06:51.640 --> 00:06:53.690 Kevin Donahue: So we, we had a great conversation about this. 00:06:53.690 --> 00:06:56.370 One table mentioned, you know, do you start 00:06:56.414 --> 00:06:56.594 know, 00:06:57.334 --> 00:06:57.584 with 00:06:57.640 --> 00:06:59.540 analysis and then have AI kinda come in? 00:06:59.540 --> 00:07:00.370 What did we miss? 00:07:00.550 --> 00:07:03.140 Or do you have AI start the conversation, and then 00:07:03.140 --> 00:07:05.580 we cr- either critique or add onto or 00:07:05.580 --> 00:07:07.380 replace what AI is saying? 00:07:07.390 --> 00:07:09.560 And so I think there's benefits on both sides. 00:07:09.910 --> 00:07:16.364 Um, we definitely don't wanna do is either cognitively offload all our data analysis, just like our students tend to do, 00:07:16.364 --> 00:07:18.524 right, um, to the AI. 00:07:18.784 --> 00:07:23.298 Nor at the same time do we want to, um, kinda question everything, right? 00:07:23.298 --> 00:07:23.948 We wanna see it as 00:07:23.948 --> 00:07:24.978 an add-on, not a 00:07:24.978 --> 00:07:25.818 replacement for. 00:07:26.038 --> 00:07:26.718 And so, 00:07:26.808 --> 00:07:28.668 um, I think kinda when it comes 00:07:29.178 --> 00:07:30.188 down to it at the end of the 00:07:30.188 --> 00:07:30.958 day

is, 00:07:30.958 --> 00:07:33.118 is using that voice 00:07:33.118 --> 00:07:37.198 mode in an agreed-upon kind of norm-centered way in that conversation 00:07:37.218 --> 00:07:37.608 I think is 00:07:37.608 --> 00:07:38.358 most helpful. 00:07:38.648 --> 00:07:42.228 And being thoughtful and considerate of am I providing the right context to the 00:07:42.238 --> 00:07:45.078 AI in my prompting or in the documents I've uploaded? 00:07:45.428 --> 00:07:47.008 And am I also 00:07:47.028 --> 00:07:47.518 bringing the right 00:07:47.518 --> 00:07:49.278 critical lens when we do get that 00:07:49.278 --> 00:07:50.438 feedback from the AI? 00:07:50.618 --> 00:07:52.018 So that's not taking over the meeting, but 00:07:52.018 --> 00:07:58.248 again, it, it's adding another perspective, possibly reinforcing the skills that we might lack, um, and ultimately 00:07:58.248 --> 00:07:58.788 improving student 00:07:58.848 --> 00:07:59.332 outcomes. 00:08:00.921 --> 00:08:05.224 Jethro D. Jones: and so let's talk a little bit about the student data and things like that. 00:08:05.314 --> 00:08:10.014 how do you keep that from being, uploading everything to NotebookLM with all your student information? 00:08:10.024 --> 00:08:11.204 'Cause that's not what we do. 00:08:11.536 --> 00:08:12.756 Kevin Donahue: 100%. 00:08:12.796 --> 00:08:14.146 And that was important 00:08:15.266 --> 00:08:16.386 thing that I've tried to bring up 00:08:16.386 --> 00:08:20.246 repeatedly in this session because, once you give it to the AI, the company's got it, right? 00:08:20.606 --> 00:08:22.266 Um, a lot of great vendors here, 00:08:22.286 --> 00:08:23.676 and that's the reality of kind 00:08:23.676 --> 00:08:24.756 of the age we're, we're living in. 00:08:24.756 --> 00:08:27.086 They're giving you something for free, and what they're taking from you is your 00:08:27.086 --> 00:08:27.386 data. 00:08:27.396 --> 00:08:27.416 Yeah. 00:08:27.816 --> 00:08:28.806 So, I always 00:08:28.806 --> 00:08:34.536 stress go through your, you know, your Excel documents, Word documents, whatever you're including. 00:08:34.536 --> 00:08:34.636 And 00:08:34.636 --> 00:08:36.586 again, we need to be careful around agendas. 00:08:36.626 --> 00:08:37.986 Are we mentioning student names? 00:08:38.306 --> 00:08:42.326 If we are using an AI note-taker in our meetings, I mentioned Granola during the session, 00:08:42.636 --> 00:08:45.086 um, are we making sure that that's removing student names 00:08:45.086 --> 00:08:45.456 as well? 00:08:45.506 --> 00:08:47.016 'Cause that's identifiable information. 00:08:47.321 --> 00:08:48.966 so names, birth dates, addresses. 00:08:49.156 --> 00:08:51.836 And again, it, it could come down to something as simple as 00:08:52.006 --> 00:08:53.696 I have 24 students in my class. 00:08:53.726 --> 00:08:54.996 They're A through 00:08:55.206 --> 00:08:56.056 Y, A through 00:08:56.056 --> 00:09:00.216 X, and just kind of plugging that

in so that we know student M is Kevin 00:09:00.216 --> 00:09:02.416 Donahue, um, but the AI 00:09:03.276 --> 00:09:03.296 Yeah. 00:09:03.306 --> 00:09:03.616 Right? 00:09:03.666 --> 00:09:05.026 And then we can still get some 00:09:05.026 --> 00:09:08.116 outcomes like, oh, student M really needs extra support with these 00:09:08.126 --> 00:09:13.456 standards, or maybe we can create an assessment to measure their particular progress over a particular 00:09:13.456 --> 00:09:14.036 time period. 00:09:14.286 --> 00:09:17.446 But, we definitely don't wanna submit that kind of personal identifiable 00:09:17.476 --> 00:09:19.296 information to, to an AI. 00:09:19.620 --> 00:09:19.880 Jethro D. Jones: Yeah. 00:09:19.880 --> 00:09:22.220 One of the things that I did when AI first came 00:09:22.220 --> 00:09:25.670 out, or rather when ChatGPT first came out, is I would, 00:09:25.770 --> 00:09:31.320 uh, I had a script in Google Sheets that would change everybody's name to something else. 00:09:31.330 --> 00:09:31.350 Yeah. 00:09:31.690 --> 00:09:35.510 And then I just had to remember, map that back to who they were. 00:09:35.740 --> 00:09:37.360 And I, kept a list so I would know. 00:09:37.360 --> 00:09:39.040 But, but that really made 00:09:39.040 --> 00:09:42.580 it a lot easier that I didn't have to worry about putting 00:09:43.120 --> 00:09:44.700 specific student information in. 00:09:45.130 --> 00:09:49.300 Unless, of course, somebody figured out who the, who those fake names were and tying them back to the real names. 00:09:49.680 --> 00:09:54.060 But, little safeguards like that are worth the extra effort to make sure that our 00:09:54.060 --> 00:09:55.750 students' privacy is 00:09:55.770 --> 00:09:56.320 protected. 00:09:56.790 --> 00:09:59.630 But beyond that, there are other things that you can do, 00:09:59.640 --> 00:10:00.410 like give 00:10:00.410 --> 00:10:00.718 them, 00:10:00.718 --> 00:10:04.010 like not usernames and just say this particular student. 00:10:04.350 --> 00:10:08.420 just l- give the AI their data only and not any of their personal information. 00:10:08.470 --> 00:10:09.530 and then you can set up, 00:10:09.590 --> 00:10:15.370 um, skills and stuff where the AI will know what to do with the information that it has once it has it 00:10:15.410 --> 00:10:18.140 and you can analyze each student very 00:10:18.140 --> 00:10:18.630 quickly. 00:10:19.090 --> 00:10:24.184 Um I had another question that I was gonna ask you about the cognitive offloading. 00:10:25.121 --> 00:10:30.604 what did you-- where do you sit on the start with the data and human analyze it, or have the AI start with 00:10:30.604 --> 00:10:30.774 it 00:10:30.846 --> 00:10:31.102 Kevin Donahue: it? 00:10:31.102 --> 00:10:33.272 Yeah, that's a great question, and it, it comes up often when I'm 00:10:33.272 --> 00:10:35.622 doing AI PD just right? 00:10:35.652 --> 00:10:37.542 Oh, can AI do my grading for me? 00:10:37.572 --> 00:10:38.612 That's what I spend so much time 00:10:38.612 --> 00:10:39.182 on, right? 00:10:39.392 --> 00:10:40.532 Um, as a principal as 00:10:40.532 --> 00:10:41.552 a parent, I'm 00:10:41.552 --> 00:10:43.652 not really the idea of an AI doing all the grading. 00:10:44.022 --> 00:10:46.742 Um, I think or teachers need to be looking at 00:10:46.742 --> 00:10:47.652 the data, right? 00:10:47.872 --> 00:10:49.152 And it's part of building a relationship 00:10:49.152 --> 00:10:49.732 with students. 00:10:49.742 --> 00:10:50.122 It's part 00:10:50.122 --> 00:10:52.202 of guiding them helping them grow, seeing their 00:10:52.202 --> 00:10:53.052 gaps ourselves. 00:10:53.392 --> 00:10:56.252 So I, I come down on the, I think humans should look 00:10:56.252 --> 00:11:00.032 at it first, and then AI is there for those things Um, 00:11:00.050 --> 00:11:03.072 Right if talking now a little bit about grading, 00:11:03.072 --> 00:11:06.270 maybe more than a PLC conversation, AI us correct our own 00:11:06.270 --> 00:11:07.070 biases, right? 00:11:07.080 --> 00:11:08.140 Like, we know these kids. 00:11:08.140 --> 00:11:08.570 We see them 00:11:08.570 --> 00:11:09.040 every day. 00:11:09.050 --> 00:11:09.070 Yeah. 00:11:09.560 --> 00:11:10.330 I've had those kids in 00:11:10.330 --> 00:11:10.580 class 00:11:10.580 --> 00:11:11.460 that- Yeah 00:11:11.460 --> 00:11:12.220 I love a lot. 00:11:12.220 --> 00:11:12.750 There's no way Johnny wrote this. 00:11:14.644 --> 00:11:14.800 Yep. 00:11:14.840 --> 00:11:15.220 And, 00:11:15.260 --> 00:11:19.480 um, you know, showing preferential treatment or the opposite of that, 00:11:19.770 --> 00:11:23.710 negative treatment to a particular student for whatever human reason I might have that 00:11:23.710 --> 00:11:26.940 day, um, AI can look at and say, "Hey, you know, you're being a little harsh 00:11:26.948 --> 00:11:27.980 here when it comes 00:11:27.980 --> 00:11:28.520 to the grading." 00:11:28.780 --> 00:11:30.190 Um, I think that same thing can be 00:11:30.190 --> 00:11:31.530 happening on PLCs, right? 00:11:31.760 --> 00:11:35.450 We talked about in our session that when we're looking at the 00:11:35.450 --> 00:11:39.910 data, sometimes as teachers, we're quick to make excuses like, "Oh yeah, that was the day we had that 00:11:39.910 --> 00:11:41.390 school assembly, so that's why our 00:11:41.390 --> 00:11:41.700 scores 00:11:41.700 --> 00:11:44.710 are low." Or, "Johnny's having a really tough day that day. 00:11:44.710 --> 00:11:45.160 That's why he 00:11:45.160 --> 00:11:50.720 didn't score so well." Um, we might be quick to make that excuse, but if we're bringing in AI 00:11:51.080 --> 00:11:52.590 as focus on that kind of quantitative 00:11:52.590 --> 00:11:57.590 side, it can be maybe a little bit more honest before we apply some of that teacher personal 00:11:57.590 --> 00:11:58.120 interpretation 00:11:58.120 --> 00:11:58.858 of the data lens.

00:11:59.522 --> 00:12:00.942 Jethro D. Jones: Now, I am of the 00:12:01.542 --> 00:12:02.692 pretty strong opinion 00:12:02.772 --> 00:12:07.542 that it is totally fine for AI to grade, but AI should not be giving 00:12:07.542 --> 00:12:08.112 feedback. 00:12:08.312 --> 00:12:08.402 Yeah. 00:12:09.152 --> 00:12:09.542 that's fair 00:12:09.542 --> 00:12:10.442 So that's how I would say 00:12:10.442 --> 00:12:10.652 that. 00:12:10.672 --> 00:12:13.622 And the thing is that a grade to me 00:12:13.802 --> 00:12:16.312 implies right or wrong, you get it or 00:12:16.312 --> 00:12:20.322 you don't, and that's a binary thing that an AI can do a pretty good job at. 00:12:20.802 --> 00:12:25.182 Giving feedback, which is more delicate and needs more nuance and needs 00:12:25.192 --> 00:12:34.102 more, "I understand the kid, and I want to give them good information to help them improve in this area," that to me needs to be the human doing that. 00:12:34.112 --> 00:12:34.462 What's your 00:12:34.462 --> 00:12:35.032 take on that? 00:12:35.266 --> 00:12:35.796 Kevin Donahue: Jethro, I think 00:12:35.796 --> 00:12:36.706 that's, that's like a 00:12:36.706 --> 00:12:38.066 great right? 00:12:38.106 --> 00:12:39.546 And especially if we're looking at something, 00:12:39.566 --> 00:12:41.396 You know, we've had machines grading 00:12:41.396 --> 00:12:42.416 Scantron forms for 00:12:42.416 --> 00:12:42.602 years. 00:12:42.670 --> 00:12:43.280 Jethro D. Jones: the, that was the 00:12:43.598 --> 00:12:43.850 was was 00:12:43.850 --> 00:12:44.330 gonna give. 00:12:44.330 --> 00:12:48.450 Like, that w- that would be dumb to have a teacher do that. 00:12:48.490 --> 00:12:53.990 And an LLM can handle things that are more advanced than a bubble sheet. 00:12:54.050 --> 00:12:58.290 And so if that's the case, yes, we should take advantage of that technology. 00:12:58.290 --> 00:12:59.380 I've said for a long time 00:12:59.380 --> 00:13:07.890 that if an, if a computer can do the job better than a human, that computer definitely should do that job so that the human can do the other jobs that the computer 00:13:07.890 --> 00:13:08.380 can't do. 00:13:08.884 --> 00:13:10.024 Kevin Donahue: Yeah …But I think you're right. 00:13:10.034 --> 00:13:12.474 At the same point, that, that feedback point where we do know the 00:13:12.474 --> 00:13:14.654 student, we're seeing kind of what's happening every time. 00:13:14.944 --> 00:13:15.404 I mean, this 00:13:16.138 --> 00:13:16.338 this 00:13:16.434 --> 00:13:18.364 to me a lot of that conversation around standardized 00:13:18.384 --> 00:13:19.234 testing, right? 00:13:19.404 --> 00:13:20.624 And I always would tell parents as a 00:13:20.624 --> 00:13:23.134 school leader, you know, you're seeing your child each and 00:13:23.134 --> 00:13:25.104 every day, but you should take them to the doctor for a 00:13:25.104 --> 00:13:27.234 checkup once a year to make sure they're growing properly, 00:13:27.234 --> 00:13:27.694 they're getting their 00:13:27.694 --> 00:13:28.264 nutrients and their 00:13:28.264 --> 00:13:29.064 vitamins," right? 00:13:29.384 --> 00:13:32.254 As teachers, we're seeing our kids every day, but we want that 00:13:32.254 --> 00:13:36.334 standardized test to just kind of assess unbiasedly against a national norm 00:13:36.564 --> 00:13:36.934 how are they 00:13:36.934 --> 00:13:37.204 doing. 00:13:37.214 --> 00:13:37.234 Yeah. 00:13:37.684 --> 00:13:45.184 Um, I think when we're giving that feedback every day, whether it's informal or formal, whether it's formative or just informative, 00:13:45.544 --> 00:13:51.134 um, summative, I think it's, it's important that the students or that the student and the teacher are building that 00:13:51.134 --> 00:13:53.174 relationship together, and that it is kind of going back and 00:13:53.174 --> 00:13:53.544 forth, right? 00:13:53.544 --> 00:13:57.244 That the, the student's owning his or her learning just as much as the teacher's 00:13:57.314 --> 00:13:57.824 looking at that 00:13:58.244 --> 00:13:58.474 Jethro D. Jones: them, aren't they? 00:13:58.474 --> 00:13:59.134 Yes, absolutely. 00:13:59.154 --> 00:14:01.004 And truly, learning is an 00:14:01.004 --> 00:14:03.554 individualized thing no matter what. 00:14:03.564 --> 00:14:03.584 Yeah. 00:14:03.884 --> 00:14:05.784 And as much as we try to make it 00:14:05.784 --> 00:14:09.464 like, "Here's what we're doing as a class," and doing all this stuff, it really comes down to each 00:14:09.464 --> 00:14:13.754 individual student has their very own learning path that nobody else can influence. 00:14:14.094 --> 00:14:22.814 Two twins can be sitting next to each other, same background, same lifestyle, and same teacher, sitting in the same class, they are gonna get different things out of the class. 00:14:23.184 --> 00:14:25.084 And once we recognize that, 00:14:25.094 --> 00:14:26.774 instead instead of thinking 00:14:26.774 --> 00:14:30.690 that- Just because I say something as the teacher, all the kids are 00:14:30.690 --> 00:14:31.450 going to get it. 00:14:31.800 --> 00:14:33.420 Once we recognize that every individual 00:14:33.420 --> 00:14:37.450 path is-- every learning path is individual, then we have 00:14:37.450 --> 00:14:38.090 this opportunity to 00:14:38.090 --> 00:14:39.910 say, "All right, what can we do? 00:14:39.910 --> 00:14:41.390 What do we need to do as the 00:14:41.390 --> 00:14:47.040 teachers to help them with this and help them learn and grow?" And that's really where it comes back to the 00:14:47.040 --> 00:14:47.910 PLC question. 00:14:48.310 --> 00:14:49.410 There was a point, everybody. 00:14:49.650 --> 00:14:51.410 It comes back to that, that, 00:14:51.420 --> 00:14:55.450 the question is: What are we gonna do when these kids get it, and what are we gonna do when they don't 00:14:55.450 --> 00:14:55.790 get it? 00:14:55.860 --> 00:14:56.060 Right.

00:14:56.120 --> 00:14:57.040 And- Three And- four. 00:14:57.100 --> 00:14:57.460 Yeah. 00:14:57.521 --> 00:14:58.410 what is the whole point? 00:14:58.420 --> 00:15:02.710 And I, I believe that an AI can really help in that 00:15:02.750 --> 00:15:07.740 arena of customizing things- individualizing it, and making our jobs 00:15:07.760 --> 00:15:13.620 as teachers a lot easier in that regard, but not take away the human things that we've got to still be doing. 00:15:13.938 --> 00:15:14.008 Kevin Donahue: that we've got 00:15:14.008 --> 00:15:14.048 to still be doing. 00:15:14.048 --> 00:15:14.058 Right. 00:15:14.058 --> 00:15:14.328 Right. 00:15:14.348 --> 00:15:17.088 And I think it really comes down to it's another tool in 00:15:17.088 --> 00:15:19.708 the tool belt for those kind of tier two, tier three, 00:15:20.008 --> 00:15:21.868 um, adjustments that we might 00:15:21.868 --> 00:15:22.288 make, right? 00:15:22.288 --> 00:15:25.418 For those students that need an extra challenge or those students that need an extra support. 00:15:25.688 --> 00:15:26.228 you know, I-- 00:15:27.103 --> 00:15:28.578 It's a teacher pay teachers for free, right? 00:15:28.598 --> 00:15:29.108 It's, It's, 00:15:29.108 --> 00:15:32.278 those resources that you maybe have struggled as a teacher to either find or 00:15:32.278 --> 00:15:34.778 create that aren't coming from your curriculum, 00:15:34.778 --> 00:15:35.858 that aren't personalized to your 00:15:35.858 --> 00:15:36.284 kids. 00:15:37.168 --> 00:15:38.098 Now you've got something that 00:15:38.098 --> 00:15:38.868 can help you do that. 00:15:39.238 --> 00:15:39.338 Yeah. 00:15:39.438 --> 00:15:40.540 Um, starting as A 00:15:40.540 --> 00:15:42.080 fifth grade teacher, inner city LA. 00:15:42.080 --> 00:15:42.310 A 00:15:42.580 --> 00:15:44.770 lot of my students were way below grade level on reading. 00:15:45.390 --> 00:15:47.860 Most phonics readers are not made for fifth grade 00:15:47.860 --> 00:15:48.264 boys. 00:15:49.010 --> 00:15:49.380 You know, Or 00:15:49.380 --> 00:15:50.140 fifth grade girls. 00:15:50.160 --> 00:15:52.540 And so I would sit there trying to adapt material 00:15:52.590 --> 00:15:52.700 to 00:15:52.700 --> 00:15:54.520 their grade level, and now I think to 00:15:54.520 --> 00:15:56.880 myself, "Oh my gosh, a tool like Project Read, a 00:15:56.880 --> 00:15:58.860 tool like Google Gemini," right? 00:15:58.880 --> 00:15:59.510 I can-- I 00:15:59.510 --> 00:16:02.700 could create a reader that would teach the phonic skills that my fifth graders 00:16:02.700 --> 00:16:06.480 would need, but at their, at their interest level based upon the topics they care 00:16:06.480 --> 00:16:06.720 about. 00:16:06.750 --> 00:16:08.704 And I, I… That to me is just 00:16:09.770 --> 00:16:10.570 a solution 00:16:10.940 --> 00:16:12.760 that I wish I had, you know, in a time machine fifteen 00:16:12.760 --> 00:16:12.940 years 00:16:13.006 --> 00:16:13.966 Jethro D. Jones: Yeah, totally. 00:16:13.986 --> 00:16:14.366 Yep. 00:16:14.606 --> 00:16:19.436 I think about myself as a teacher, how much different it would've been if I had access to these tools. 00:16:19.756 --> 00:16:20.576 would I be better? 00:16:20.616 --> 00:16:21.186 I hope so. 00:16:21.386 --> 00:16:22.226 But I don't know. 00:16:22.396 --> 00:16:25.616 I'm certainly much better at the things I try to do today because of AI, that's 00:16:25.616 --> 00:16:26.096 for sure. 00:16:26.396 --> 00:16:31.096 So before I ask my last question, which you know what's coming, what is, How can people get in touch with you? 00:16:31.096 --> 00:16:32.066 How can they learn from you? 00:16:32.450 --> 00:16:32.770 Kevin Donahue: Sure. 00:16:32.821 --> 00:16:34.720 more than happy to share the presentation. 00:16:34.720 --> 00:16:35.790 We had sample prompts. 00:16:35.790 --> 00:16:36.120 We had some 00:16:36.120 --> 00:16:36.400 work, 00:16:36.450 --> 00:16:36.700 work 00:16:36.700 --> 00:16:37.100 time. 00:16:37.432 --> 00:16:39.400 work reach me via email 00:16:39.410 --> 00:16:41.110 or, um, LinkedIn, Twitter, all 00:16:41.110 --> 00:16:41.880 those places. 00:16:42.050 --> 00:16:46.790 My email is kdonohue, K-D-O-N-O-H-U-E, not, not like 00:16:46.790 --> 00:16:47.210 Phil. 00:16:47.240 --> 00:16:47.260 Yeah. 00:16:47.380 --> 00:16:51.608 at facts, F-A-C-T-S-M-G-T.com, Facts Management. 00:16:51.746 --> 00:16:52.766 Jethro D. Jones: Okay, excellent. 00:16:52.986 --> 00:16:58.476 So what is one thing that a principal should do this week to be a transformative principal like you? 00:16:58.920 --> 00:17:00.660 Kevin Donahue: I think the number one thing I always say is, 00:17:00.660 --> 00:17:00.840 is, 00:17:00.840 --> 00:17:00.970 just 00:17:00.970 --> 00:17:01.450 keep learning. 00:17:01.460 --> 00:17:01.480 Yeah. 00:17:01.780 --> 00:17:05.978 Like, there's so much, especially here at ISTE, but honestly, online podcasts. 00:17:06.016 --> 00:17:06.566 Jethro D. Jones: Let's go. 00:17:07.500 --> 00:17:07.520 Kevin Donahue: Yeah. 00:17:07.520 --> 00:17:07.580 Let's go. 00:17:07.700 --> 00:17:08.310 YouTube, newsletters. 00:17:08.370 --> 00:17:09.860 It, it's we are in a golden age 00:17:09.870 --> 00:17:14.310 for learning, and when you put AI on top of that and the ability to give AI a topic and 00:17:14.320 --> 00:17:16.350 have it teach You You know, I've had Claude 00:17:16.640 --> 00:17:17.850 teach me Claude, right? 00:17:18.150 --> 00:17:22.350 Um, in the session today, "Hey, Gemini, help me do this," and help the teacher do it right 00:17:22.350 --> 00:17:22.570 there. 00:17:22.570 --> 00:17:24.010 So, um, just keep learning. 00:17:24.132 --> 00:17:25.052 Jethro D. Jones: Yep, that's right. 00:17:25.312 --> 00:17:26.322 I totally support that. 00:17:26.412 --> 00:17:28.942 Kevin, thank you so much for being part of Transformative Principal today. 00:17:28.942 --> 00:17:29.092 It was 00:17:29.092 --> 00:17:29.462 awesome. 00:17:29.512 --> 00:17:29.722 Thank