TLI: Recaps 2023-2024

TLI Event Recaps

Below are recaps of TLI events to remind us of the bright spots, to inform those who couldn't attend, and to simply serve as an artifact from a memorable series. Enjoy the stories. 

Event Photos

Kick Off Keynote Recap | October 2023

Navigating the Intersection of AI and Education with Dr. Chris Dede

2023-2024 TLI Keynote Series Kicks off with a Fascinating Discussion About the Synergy of Human & Machine Intelligence

Dr. Chris DedeSchool district leaders gathered at the Lower Hudson Regional Information Center’s Harrison campus Oct. 20 to kick off the Technology Leadership Institute's 2023-2024 series of keynote lectures, conferences, and workshops. The highlight of the event was a presentation by Dr. Chris Dede, a renowned figure in the field of educational technology and a Senior Research Fellow at the Harvard Graduate School of Education. 

The topic of the talk, titled "If AI is the Answer, What is the Question: Thinking about Learning and Vice Versa," explored the intersection of generative AI and education. Dr. Dede opened by discussing the concept of Intelligence Augmentation (IA), a synergy of human and machine intelligence. Drawing a parallel to "Star Trek," he highlighted how Captain Picard's judgment was complemented by Data's reckoning skills. In a world rapidly integrating generative AI, Dede examined what students need to prepare for IA interactions in the workforce and how educators can leverage AI without compromising academic integrity.

Dr. Dede touched on several key aspects during his presentation, noting that in the realm of education, "it's not just about reaching the destination; it's about the entire learning journey."

He provided clarity on large language models (LLMs) like GPT-3, explaining their remarkable ability to generate human-like text based on the input provided. Furthermore, Dr. Dede emphasized that human languages are inherently influenced by culture and context and discussed how AI can serve as a powerful tool in providing students with the cultural and contextual information needed to enrich their understanding of diverse subjects.

To reinforce the crucial points in his presentation, Dr. Dede used numerous metaphors to unravel the intricate nature of LLMs. By comparing them to "digital parrots" devoid of human experiences and equating them to "a brain without a mind," he illustrated the profound distinctions that set these AI systems apart from human cognition. Another of his compelling metaphors, that "human knowledge is sunlight, but an LLM is like moonlight," shed light on the evolving digital landscape, where flawed products of generative AI find their way into the training data of LLMs. The metaphors formed a backdrop for the complexities of integrating AI into the world of education and helped attendees gain a deeper understanding of this transformative technology.

Throughout the keynote address, breakout sessions allowed participants to discuss the current status of AI in their respective school districts. Educators shared their experiences, with some expressing concerns about AI's potential misuse for cheating but also recognizing its positive applications.

"For staff, there are so many advantages to get time back in their day from composing parent letters to developing lesson plans," said Joseph Catania of the Washingtonville Central School District.

 Discussion at AI eventCatania's insight underscored the dual nature of AI's impact on education—careful consideration is necessary, but the advantages for educators are evident.

Scott Staub from the Lakeland Central School District also shared his perspective on the topic. "Some believe AI and ChatGPT are synonymous, while others avoid AI altogether because they say they are 'not techy',” said Staub, noting the diverse range of attitudes towards AI in educational settings.  

Christopher Keogh of Tuckahoe adopted a proactive approach, stating, "I provide a weekly digest to inform staff about tech and AI." Keogh's dedication to keeping his colleagues informed exemplified the ongoing conversation and education surrounding the integration of technology and AI in schools.

Dr. Dede wrapped up the talk by encouraging educators to demystify AI, create experiential learning opportunities, and provide resources for their districts. He stressed the importance of teaching judgment, not only focusing on how to use AI but also on what it should be used for.

"A balanced approach is essential to prepare students for a future where generative AI plays a prominent role in the workplace," Dr. Dede remarked. “In closing, I encourage educators to take their time and be thoughtful in implementing AI in education. In the ever-evolving landscape of public education, it's clear that AI is here to stay, and educators must adapt. The challenge, as I see it, lies in teaching judgment and ensuring that AI enhances, rather than replaces, the learning experience." 

Virtual Keynote Recap | January 2024

The Future of Education: Insights on AI and Literacy

Ken SheltonEducators Gain Valuable Strategies for Integrating Technology & Equity in Learning Environments

Educators across the Lower Hudson Valley region explored the future of literacy and language fluency in a tech-driven world during a recent  keynote session, hosted virtually by the Lower Hudson Regional Information Center's Technology Leadership Institute (TLI).

The TLI keynote session, titled "Future-Fluent: Examining the Power of Literacy, Language, and Equity in a Tech-Driven Era with Artificial Intelligence," featured speaker Ken Shelton, whose expertise in educational technology and digital literacy provided attendees with valuable insights and strategies.    

With more than two decades of hands-on teaching experience, Mr. Shelton is a respected member of the Educational Technology community. He holds prestigious titles such as Apple Distinguished Educator, Google Certified Innovator, and Microsoft Innovative Educator Expert, reflecting his influential contributions to advancing educational technology.

Mr. Shelton kicked off the session by posing a question: "When making decisions, do you want the best info or all the info?" His emphasis on the importance of having access to all information highlighted the need for comprehensive understanding in navigating the complexities of technology integration in education.

“AI is here to stay and has already impacted many facets of daily life," he added. “If we are not leveraging the resources we have access to now, then we will not be able to achieve our goals as educators and for our students.”

Mr. Shelton continued to capture attendees' attention with another alarming fact: cybersecurity experts estimate that 75% or more of online content has either been generated by AI or influenced by AI in some way.

 When discussing current perceptions of AI, Mr. Shelton likened it to the early days of the internet. He illustrated this comparison by showing a clip from the 1990s featuring Bill Gates discussing the internet with David Letterman. While Gates touted the internet as the "next cool thing," Letterman questioned its utility and practicality. Mr. Shelton said this is a perfect example of how, at that time, the internet was not fully understood by everyone, yet some recognized its immense potential.

 “That’s where we are right now with AI,” he noted.  

The discussion transitioned to ethical considerations regarding AI in education, where Mr. Shelton prompted attendees to contemplate pivotal questions concerning data usage and the diversity of design teams. He posed the question, "Should AI be governed by a separate policy or integrated into digital use policies," advocating for the latter as it offers more explicit guidelines.

"We must know what data sets each platform is using and hold tech companies accountable for their technology's intended purposes,” he emphasized.

Throughout the session, Mr. Shelton actively engaged attendees by posing thought-provoking questions and welcoming comments, fostering dynamic interaction as participants enthusiastically responded via the Zoom chat feature.

As educators across the region continue to embrace the transformative potential of AI technology in education, sessions like these serve as invaluable platforms for collaboration, learning, and growth, helping to create future-fluent learners equipped to thrive in a rapidly evolving digital landscape.

Virtual Keynote Recap | February 2024

Unlocking the iGen Code: Guiding Educators on Teaching in the Smartphone Age

 Jean TwengeProfessor Jean Twenge shares insights on the challenges and opportunities of educating the first smartphone generation.

In a world where smartphones have become ubiquitous in the lives of teenagers and adolescents, understanding the impact of technology on younger generations is vital for educators. This was the focal point of the Technology Leadership Institute’s (TLI) latest Keynote Series, titled "iGen: Teaching and Guiding the Smartphone Generation," delivered by Dr. Jean Twenge, Professor of Psychology at San Diego State University. 

A distinguished psychologist known for her insightful research on generational differences, Dr. Twenge is the author of more than 180 scientific publications and seven books. She holds a BA and MA from the University of Chicago and a Ph.D. from the University of Michigan.

Dr. Twenge began the presentation by discussing the nuances that define each generation, from the baby boomers to the iGen, also known as Gen Z. With wit and nostalgia, she painted a vivid picture of the evolving educational landscape shaped by technological advancements.

Interestingly, despite the proliferation of smartphones and social media, Dr. Twenge highlighted that today's school-aged children are not growing up as rapidly as perceived. She said that while these digital tools offer connectivity, they come with a tradeoff, “decline in independence and firsthand experiences,” adding that many adolescents are "growing into adulthood without experience with independence," a concern echoed by educators and parents alike.

To combat this issue, she said we must provide students with opportunities for independence, empower them to make choices, and entrust them with responsibilities that contribute to their sense of purpose and fulfillment.

Drawing from her extensive research, Dr. Twenge then addressed the concerning trends of loneliness, anxiety, and depression among teens and young adults, which she said gained prominence around 2012—the year that marked the widespread adoption of smartphones across the globe.

“This was the fastest adoption of any technology in human history, and that is going to have a major impact,” she remarked.

Central to Twenge's discussion was the role of educators in shaping the learning environment for iGen students. She underscored the importance of promoting reading for pleasure and nurturing social skills, and urged teachers to reconsider assigning digital homework. The debate on integrating technology in the classroom sparked thoughtful reflection, with Dr. Twenge recommending short videos and selective use of school laptops and tablets to enhance learning outcomes.

 Chart from Jean Twenge eventA key takeaway from Twenge's presentation was the need for establishing clear cell phone policies in school districts. She likened the presence of smartphones to carrying TV sets to school in the '80s.

“We wouldn’t let students walk into class with a television set, so why do we allow it with smartphones—they’re for entertainment purposes,” she noted.

As the session concluded, Dr. Twenge posed a thought-provoking question: “Does the world change for this generation, or does this generation change?” The answer lies in a collaborative effort among administrators, district leaders, and communities to make impactful changes that prioritize the well-being and happiness of today's youth.

In the quest to navigate the digital landscape, Dr. Twenge's insights serve as a guiding light, prompting educators and stakeholders to adapt and evolve in an ever-changing technological era.

Active-Con Recap | March 2024

A.I.’s place in education is familiar, albeit ever-evolving, says Active-Con keynote speaker

Dr. John SpencerDon’t call it a revolution, says John Spencer

Instead of thinking in terms of the A.I. revolution, educators should consider it the A.I. evolution, keynote speaker John Spencer told attendees at Active-Con 24.

A college professor and former middle school teacher, Mr. Spencer counseled against looking at artificial intelligence as something entirely new but rather as the newest version of technology with which they are already familiar.

He recounted for his audience at Edith Macy Conference Center in Briarcliff Manor on March 1 examples of early tech - from flip phones, MapQuest and mixtapes to Clippy, Microft’s passive aggressive virtual assistant - that predated yet foretold the arrival of A.I.

It’s as if the A.I. we now know has been with us all along.

“It’s the newest form of A.I., and because of that, I think it’s important to ask not, how will A.I. change education, but how has A.I. already changed education?” Mr. Spencer said.

The opening keynote speaker at Active-Con, Mr. Spencer kicked off a day of shared learning around the impacts, benefits, and pitfalls of the latest wave of technological change in the education space. Active-Con is the latest event in the year-long Technology Leadership Institute series hosted and supported by the LHRIC Instructional Technology Department. The annual gathering is all about learning spaces, the virtual and the real. The theme this year was The Future of A.I. 

In a well-received presentation tinged throughout with personal recollections and examples from his own educational upbringing, Mr. Spencer shared how the encouragement of two middle school teachers brought him out of his shell. “I wanted to be invisible,” he confided. “And I was.”

His teachers saw him, though, and by way of a historical research and presentation project on baseball groundbreaker Jackie Robinson, they shed light on his hidden abilities, putting him on a trajectory to embrace education. “That year changed me as a student,” he said. 

When he tried to quit that project, discouraged by his novice presentation skills, his Language Arts teacher refocused him. ‘When you hide your voice you rob the world of your creativity,” she told him. “And I’m not going to let you do that.”

Along the way he leveraged long-distance telephone calls to interview former Negro League players. He dove into his local library’s microfiche collection. He even recorded his presentation at a local radio studio. Today, none of the technology he relied upon - save the books he devoured - is around in the same form anymore.

Fast forward to college, he recalled being presented with two texts, one A.I.-generated, the other human writing, and being asked to guess which was which. He guessed wrong, failing his very first Turing Test - or so he thought. It was terrifying and exciting, he said. 

“When something is new we tend to have a freak-out moment as a culture,” he said.

It happened with bicycles, which came with all manner of threats to societal stability and human health. But bicycles changed the way we dress and travel and in important ways proved to be a boon for the women’s suffrage movement. 

That example is one of many that demonstrate an important pattern, Mr. Spencer said. New tech is greeted with unawareness followed by growing awareness, then moral panic - bicycles transport the human body at unsafe speeds! With increased usage, there is a period of lessened concern, followed by the most dangerous phase of all: boredom. We are bored with cars and social media, and so we are uncareful, he posited. 

The current moral panic over A.I., with fears of its impact on student learning among other areas, can bring reason, attention and important conversations that we can leverage before even this new tech begins to bore us. 

Mr. Spencer advised educators to look at what A.I. does well but also at what humans do well. Humans, in his view, excel over A.I. in terms of voice, contextual understanding, curiosity and empathy.

“A.I. cannot get curious,” he said. ”A.I. doesn’t daydream when you’re not around.”

The idea is not to become A.I.-proof but rather to be human-centered, he said.

Grammarly, for instance, makes writing stronger and might have saved him from an earlier gaffe in which he wrote about student placement in the “International Bachelorette” program. His principal once referenced “meth intervention” for students rather than math intervention.

A.I. can help with repetitive tasks while allowing us to bring our own voice to them.

Humans are also superior at understanding context, he said, advising careful consideration about when to use A.I. -  focus on the subject and the learning target. Using A.I. to create code makes sense unless you’re teaching computer programming, for example. Meanwhile, he suggested fostering curiosity by making it structured. For example, question breaks imbued curiosity for students during his own class discussions.

Last, he shared a personal video about Jasmine, his family’s greyhound, which had passed. He asked ChatGPT for feedback on a video script embedded with deeply personal detail. He was amazed at the specific suggestions provided. His son thought the feedback was awful, though. The only correct feedback, he told him, was to say I’m sorry for your loss and to ask, do you want to talk about it?

“As we embrace A.I. wisely and ethically, in the end it will not be A.I. that transforms learning,” Mr. Spencer said. “It will have to be educators, and it will have to happen from a human perspective.”

In an engaging K-12 panel discussion later that day on “The Future of A.I.,” which Mr. Spencer moderated, panelists representing diverse district technology roles addressed questions about what comes next for A.I. in education.

“I think part of the challenge is that things are changing so quickly, said Jerry Crisci, former co-Director of the Center for Innovation in Scarsdale. “ChatGPT has been out for, what, a year and a half?” Mr. Crisci said. “The truth is that a year and a half from now, we have no idea what technology will do.”

David Steckler, a seventh-grade Computer Science Teacher in White Plains, said educators are preparing students to be citizen developers, “where there’s no barrier between their ideas and creating anymore, if they have the right skills to use the right tools.” A.I. is an enabler, he said, and it can break down barriers, allowing students to pursue their dreams in a matter of days rather than years.

Pearl River Director of Technology Jamie Haug said foundational skills still matter. The world students today will enter is different from even five years ago. “We’re at a point where the A.I. that’s here is at the worst iteration that these kids are ever going to use,” she said.

Still, she said, educators should treat A.I. like any shiny new tool and ask what makes the most sense for learning and instruction. “I think the magic is going to be around for a while,” she said. 

Other panelists included Alana Winnick from Pocantico Hills, Lee Weber from Suffern, and Jennifer Mazza from Clarkstown.

The day was packed with some 20 A.I.-themed or related breakout sessions that included interactive presentations, collaborative discussions and hands-on experiential learning labs, all featuring expert presenters from the region’s districts, vendors and the LHRIC. Mr. Crisci closed out the day with a final keynote on the future of A.I.

TELL Awards Recap | April 2024

2024 TELL Awards celebrate innovation in education

Seven educators honored for transformative work in educational technology

 TELL Award Winners with LHRIC LeadershipFive teachers and two leaders from across the Lower Hudson region were honored at the 2024 TELL Awards on April 10.

Hosted by the Lower Hudson Regional Information Center’s (LHRIC) Technology Leadership Institute, the TELL Awards (Transforming Education through Leading and Learning), celebrate teachers and leaders who leverage technological innovation to transform learning experiences.

“Tonight, we are here to honor educators and leaders who have made significant strides in reshaping education through the integration of technology,” said Dr. Ellen McDonnell, LHRIC Executive Director. “It is clear that these individuals will continue to lead the way towards a more innovative and inclusive educational landscape for generations to come.”

The outstanding teachers honored were: Logan Krause, Visual Arts and Design Teacher from the Hendrick Hudson; Ariel Sanzo, Cybersecurity and Special Education Math teacher in Suffern; Chris Casal, K-5 Technology Teacher in Scarsdale; Marina Pisto-Lombardo, a 3rd Grade General Education Teacher in Pocantico Hills; and Meghan Hak, an elementary STEM Teacher in Tarrytown.

District leaders Alana Winnick, Educational Technology Director in Pocantico Hills, and Rocco Varuolo, Coordinator of Instructional Technology, Business Education, and Library Media Services in White Plains, were honored for their roles in driving educational innovation and advancing collaboration.

"Receiving this award is a reflection of our collective efforts in creating an inclusive and engaging learning environment,” said Ms. Sanzo, who was honored for her contributions in the fields of cybersecurity and math instruction. “Our goal has always been to empower every student, and winning this award reaffirms our commitment to creating opportunities for all.”

Mr. Casal called the award a culmination of 10 years of collaborative, innovative teaching initiatives in his Scarsdale elementary school.

“I'm only here because of the colleagues I work with and the students who trust us to do the crazy things,” he said. “This is for them—they are why I’m not called crazy, they are why I am called an innovator.”

Marina Pisto-Lombardo dedicated her TELL award to her students. “Over the years, I've been so fortunate to teach and learn from so many inspiring students, each bringing their

unique passions, interests, assets, experiences, goals, wonders and curiosities into our classroom. This award truly belongs to them as they are the driving force behind my work.”

TECH EXPO Recap | May 2024

Eras of Instructional Tech set the stage at Tech Expo

Trevor Muir delivering TECH EXPO keynote addressKeynote speaker at capstone event touts storytelling to make learning last

Trevor Muir is many things—educator, author, speaker—but foremost a storyteller.

The stories in which we see ourselves as integral players are the ones that make memories stick and learning last, Mr. Muir told a packed Tech Expo audience at the IBM Learning Center in Armonk May 17.

Stories are what make teaching’s impact permanent, he said. There is this idea that our work is temporary as teachers, he added, that you get 180 days and however many hours per day with a child.

“I’m sure you feel the same way, like the work that you do is anything but temporary,” he said. “There is just this power to this work.”

His message was punctuated throughout his hour-long keynote address by rich, detailed stories, including those of his middle school English and math teachers who in separate instances made a lasting impact on his learning—the latter with a harsh reaction to classroom disruption, the former with empathy and a ready ear at a difficult time.

woman demonstrates on floor for audienceBoth tipped over dominoes in his journey to becoming the educator he is today, Mr. Muir said.

Tech Expo is the annual capstone event for the LHRIC’s Technology Leadership Institute, highlighting the contributions of the region’s teachers and administrators and providing ample opportunities for networking with peers, experts and vendors. This popular event has grown steadily over the years, prompting this year’s exciting move to IBM’s spacious and elegant Louis V. Gerstner Jr. Center for Learning in Armonk.

The theme this year was “Eras of Instructional Technology,” with organizers representing various stages in the development of learning tech. Mary Lynn Collins Callanan, Manager of Instructional Technology at the LHRIC, represented the CD-ROM era. She commiserated with teachers in the audience who struggled with her through that early tech phase. “I’m proud to say I’ve lived through every one of these eras,” she said. LHRIC Executive Director Dr. Ellen McDonnell represented the era of the overhead projector—procuring one from a local district and putting on a clinic of early 90s graphic calculator instruction, replete with whiteboard projections and dimmed lights.

The day’s itinerary included 29 morning and afternoon breakout sessions, many with an AI twist. In addition, Mr. Muir led a lunchtime session on using Purposeful Technology to Create Authentic Learning. Vendors throughout the expo provided personal contact with leading instructional technology providers.

 man helps woman with technology Mr. Muir’s address featured a touching recollection of a student named Sarah who fell asleep repeatedly one day in class. Amid his frustration, he came to learn of her personal struggles at home, including spending the prior night in the ER with a sibling who was ill.

“I feel this pit in my stomach even as I tell this story right now,” he said. “There wasn’t a magic little bow tied on at the end of that day, but it had a massive impact on the way that I taught from that day forward.”

Through multiple additional examples, Mr. Muir made the case for the impact of storytelling. We don’t forget good stories, he said, and even neuroscience supports the notion that stories create empathy

“Stories are part of what make us human beings,” he said, “so I think as instructors we have to figure out ways to harness this power.”

woman demonstrates vintage presentation technologyHe advocated for recognizing that students are not blank slates. He called on educators to be intentional about creating stories that cause students to look back and remember. As an example, he pointed to a unit on colonization that led him to invite a guest speaker to his class to talk about her work micro-financing in the African country of Burundi. That led to a class project modeled on that work that raised money eventually contributed to actual micro-finance initiatives there.

During this time, that same student, Sarah, began knitting and selling hats at school. Maybe the project inspired her, Mr. Muir said, or maybe she felt a connection to those in need. Something had awakened in her. Several years later, Mr. Muir ran into Sarah at an airport. She couldn't believe he remembered her; and she certainly remembered him. In fact, he was one reason why, he learned, that she had recently embarked on a career in teaching.

“This is like the hero’s journey,” he said. “That temporary amount of time I spent with Sarah back in 2010, that wasn’t temporary. That lasted far beyond that time.”

You could say it was more than just an era.

Check out Trevor's website at https://www.trevormuir.com/ and his podcast at https://www.trevormuir.com/podcasts/the-epic-classroom-with-trevor-muir.