Tech-Spert Wisdom with Dr. Tyler Tarver

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Music.

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And we are officially recording. Hey, friend. Hello.

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Well, today's an exciting day. I mean, there are so many exciting days, but yeah.

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So welcome, everyone, back to the Balancing Act podcast.

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I am Jamie Wanko. I'm here with a friend, you said, friend.

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Joseph Vitale. Hello, Mr. Vitale. Nice to see you. It is nice to see you,

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too. Today is a big day for us. we are launching with human content.

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We are very excited to put our show with some other great podcasts and we are

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appreciative of their help and putting us on their network and getting us out there.

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So if you are a new listener, thanks for joining us today because we've been

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putting the word out there that we're going to be going out to a wider audience.

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And if you're a regular listener, thanks for continuing to join us. We appreciate you.

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And because it is such a special day, we

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ought to try not to to fangirl too much and because it's

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impossible it's impossible because it is such a

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special day we have um one of

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our first guests from our first season uh we're going to bring him in right

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now uh dr tyler tarver thank you very much for joining us once again we wanted

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to jump right into it with you our first two-time guest ladies and gentlemen

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dr tarver thanks a lot for joining us again thank you all so much for having

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me look at us we're doing it We're doing it.

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I know we're still doing it. It's like, it's a thing. It's a, it's a whole thing.

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It's Eagles reunion tour. Yeah, exactly. Exactly.

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I'm sure all, you know, if we watch, we wait, if we went back to the first time

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that we had you on, I would say most of the time I was like.

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In stunned silence and all the best ways. I was so really just such a student

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in that moment of so many things that I had never heard of or thought of before.

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So I know, you know, you're going to bring us all kinds of good information again today.

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And it's so great to see you. Yeah, we are.

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That's the nice thing anyone's ever said to me in 2025. Thank you so much.

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It's been so long in 2025. And Jamie, I mean, you look fantastic today after

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finding the touch up feature in the, in the, in the settings.

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I mean, Oh, thank you. You know, when we were doing, when we were doing,

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uh, you know, the online school thing for a long time, I realized that on zoom,

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you know, you can get yourself a glam filter and then there would be like certain

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times when I would go on to Google meet and it was like, ah,

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and the kids were like, who is that lady?

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I remember a couple of teachers here, but I remember

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a couple of teachers like that had ring lights and you would see like the

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ring lights that pop i'm like dave you got a ring light girl on this

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meeting yeah i know me i'm just like let's do

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it it is what it is that's what i always say i'm

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like ah i do that like neck zooms on tiktok like

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it's the worst angles ever oh yeah so yeah

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my worst had me at my best so we

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are going to be uh jumping right into it we're going to be talking a little bit about you

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know ai which is something that we did talk about last time

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when we had you on but you know a lot

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has changed in the less than a year that we

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had you on the show the last time and we've had some some other guests on um

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you know that we invite our our new listeners to maybe go look up some of our

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older episodes with um dawn wiseman and jonathan mass that have come on and

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talked about ai from both a marketing perspective and a teaching perspective

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and how to use it in our everyday lives but man like,

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My head is spinning, you know, with all of the changes and new things that have come about.

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And I know you've done a bunch of posts with Google and Gemini.

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And like, I guess I want to start out with like, what's the most like transformational

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thing that you think you've seen in the last, you know, six months that really

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is going to make a difference in the classroom for teachers like Jamie and I?

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I think being able to curate what it's pulling from is the biggest change that

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it looks like, like Chad GPT and Gemini both have been really leaning into and

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they're pushing is that they want to set it up.

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I think Chad GPT calls them GPTs and Gemini calls them gems.

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Um, but then they also have notebook LM and it's like, you are able to,

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cause you know, if I ask, you know, explain the fall of the Roman empire,

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it's just going to go out to the worldwide web and just find things.

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And build something for me.

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But I like with those, I can actually give it a filter to run things through.

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So for example, I have a GPT, I have a GM and I have a notebook LM for me and my content.

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And so with that, I've uploaded my baller teacher playbook. I've uploaded my dissertation.

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I've uploaded links, specific links to my website and certain YouTube videos

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I feel like capture the personality I want.

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And then it takes all that. It molds it together, and then it runs it through

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that filter when I ask questions.

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And so it gives me an even more personalized answer through that filter.

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And I think that's where these companies are really leaning into is that they

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want for education. They want...

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To build these tutors and the, these, these learning models,

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but through the filter of the parameters a teacher wants.

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Does that make sense? So it's like, you could go.

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What's, what is, what is notebook LM? It is. Oh, it's great.

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So it's, it's like a gym or a GPT, but it's even more confined.

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And so like, I have a notebook LM for YouTube education.

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So what I did was uploaded like a three hour YouTube training.

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I did upload my website, uploaded my dissertation. was on like factors that

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prevent predict viewer engagement, YouTube videos, and then my book.

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And when I ask a question, it runs, it doesn't just go find the internet.

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It runs it through those filters and it's sites, like it has like little dots

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and it'll cite where it's pulling that from.

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So if I went in there and I said, Hey, build notes for a two hour training for

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English teachers on incorporating YouTube videos into their classroom,

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it's going to do it, but it's going to reference everything from what I gave it.

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Like, you know, the page 87 of my dissertation, line three, here's what we're

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pulling this from, but it's still going to build the answer I want.

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And so it's really great.

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Notebooklm.google.com. It's an awesome feature.

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I, I've also seen a lot of, um, you know, there's a couple of things that I've

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kind of come across in my email about like, you know, how Gemini is going to

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be integrated into, you know.

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Um, you know, Google's platform, like workspace is going to have, you know,

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Gemini built right into it i'm seeing like little things pop up in

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google classroom um it's already helping with things like

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email writing stuff like that like um you

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know have you also seen any of those things in action working uh because i know

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that you do a lot of work as a google innovator right so have you seen any of

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that stuff any any sneak peek you can tell us about um that you know doesn't

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break a non-disclosure agreement and get you sued yeah i mean that's always

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the aim not get sued um and so Well,

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Google's fine. They got enough stock. They'll be fine. They don't need my money.

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So I have, that is their big push.

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And I think honestly, that's their big advantage, you know, because what,

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98% of schools are Google schools over like Microsoft schools or something else.

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So they've already got the other programs you're using. Now they just got to

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figure out how to make it as easy as possible

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for Gemini to be incorporated in there. It's already in Google Docs. It's already in Gmail.

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They're putting it in Classroom. They're putting it into everything they already

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have. It'll be built into YouTube.

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You're going to be able to go to a YouTube video and essentially,

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I mean, you can already do it through other applications, but they'll have it

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built in on their own where I can have a conversation and have a personal tutor

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and ask it questions about the video and it filters through that video.

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So they're already winning everything else and they're going to put in there,

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we're not even going to call it Gemini.

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We're just going to, it's going to be a part of what it is. You know,

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we don't call it, you know, when we do call it the comment section, but you know what I mean?

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Like we don't have names for those little assistive things that are on there.

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It's just going to be built in and it's going to, you open up an email and this

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is the one I think they're going to do.

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Cause I was doing a talk with them. They let me have like early access and stuff.

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And I was like, I want you guys in the hope there's an NDA Google. Sorry.

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Um, actually, no, it's from my thoughts that I can just interpret their eyes.

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So they were like, what would you want?

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I go i'm i'm tired of email I said you have like what 15 years worth of my emails

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emails replies How I talk like they you know me.

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All right And so it's like they I want to open an email and the draft is already

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created In my voice with what i'm probably gonna say and it knows my calendar

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if I can meet I can't make like it's going to do it all for me.

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And I just got to read it over and be like, yeah, that's not enough exclamation

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points. I need to put more exclamation points because I'm a psychopath.

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I'm a crazy millennial who exclamation points every single sentence.

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And so I'm going to go, but it'll know that because it'll put it in there for me.

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And I said, I want it to do a draft for me in my voice, not a robot as me. You know me, use it.

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Let me flick that switch over. And they just kind of looked at me like,

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it's coming, bro, chill.

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That's what it felt like. I'm interpreting. I could be wrong,

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but I think they would because that's their greatest advantage.

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Yeah, that's great. Yeah. And that seems totally possible from some of the other

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chats that we've had with other people about what, you know, it can or cannot do.

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It seems, you know, that that's it's coming towards that fast.

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I just wanted to save me time. That's what I want. Save me time.

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You know, and not to not to jump right into it, but one of the things that I

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talked about when we were setting up like, hey, let's let's record and talk about this was I.

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I got sent a, a, um, 60 minutes, uh, video from my wife, uh,

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who works in, in higher ed.

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And we were talking about things and she sent it to me and, you know,

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I'm going to encourage, we're linking that, um, that 60 minutes story in, in our, uh,

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in the description for this podcast episode. So I'm going to even encourage

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our listeners pause where you are, go watch that. It's about 10, 12 minutes.

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Okay. And then come back and listen to the rest of this conversation because.

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And if you listen to it on two times speed, like I did, it'll only take you six. Yes.

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But my goodness, like I really wanted to, like, I was so enamored and like staring

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at everything when I was watching it.

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Like it goes over conmigo.

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Okay. OK, which is a combination of a con, not a combination of Khan Academy,

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but it's a it's used within Khan Academy. OK, for the teachers.

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I mean, I think we all know what Khan Academy is at this point.

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And it basically creates like an A.I. tutor for these students to be able to use.

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And the time saving aspect that it's going to put forth for the teacher is what

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I really want to talk about and dive into.

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I don't know how much you might have have looked at or use that yet.

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Um, but my goodness, some of the things that I witnessed it do and what it's

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going to be able to do with like video recognition and stuff like that.

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I really want to, you know, talk about how that's going to be transformational in the classroom.

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Cause I see us as like, we are literally on the end of the diving board looking in the pool.

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It's like all this amazing stuff is down there, but there are some districts,

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our own who are being very apprehensive with unleashing that potential.

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So I definitely want to talk about, you know, what potential there is out there

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and how people like us advocates for educational technology can have those conversations

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to open up those avenues for our students in the classroom.

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That's you're exactly right. It's incredible what it's going to be able to do

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to assist students. I think.

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You know, a lot of teachers, sometimes I get comments at my videos.

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I'll talk about AI thing. Hey, this can do this for you. This can grade this.

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This can review your papers.

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And every now and then it bounces out of the teacher algorithm.

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And somebody's like, this is why we don't need teachers. You're losing a job, blah, blah, blah.

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And I was talking to some teachers yesterday in Houston. And I was like,

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anyone who's ever taught in a classroom knows if you handed a kid a program

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and said, this will help you. Here's the assignments. Go learn.

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You're done in May. they're not going to look at it until four days before it's due.

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And then they're just going to have it do it for them, not help them, but do it for them.

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So the most important part of the process used to teachers, the most important

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part of being a teacher was I have all this knowledge and then I have to make

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it understandable for these kids to learn.

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Hopefully they're taking notes now with the access to like these little remote

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controls in our pocket, they have these phones have all the information in the

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world because the internet.

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And then it can synthesize it because of ChatGPT. They have access to it,

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but it's not like kids are going out and searching for, hey,

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give me the top 10 reasons for why the Revolutionary War started.

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They're watching Snapchat, TikTok.

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They're going to go to the thing that caused them the least level of resistance.

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We now need teachers to guide this process.

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Our teachers aren't Encyclopedia Britannica anymore. We are guiding the process, this link.

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We are the bridge between students these young

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people these young learners and what they need to

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learn and then we have to bridge that using

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this technology because when they're employed their employer wants them to use

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this technology like where in in any job name a job even as teachers does your

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your principal walk into your classroom and they're saying they go hey i need

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you to prepare a lesson plan for your next class.

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You have exactly 30 minutes.

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You can't look at any other resources. You can't use any of your notebooks or

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your books. You can't use the internet and you cannot call and ask for help for anyone else.

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Whatever you get is what I'm going to be evaluated. No, they want you to use

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every resource possible and you have to do it.

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It's not just like, and you wouldn't be the best teacher if you just copy pasted

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a lesson plan. And so here you go, I got this all TPT.

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Here you go, kids. Or if you use ChadGPT to build the lesson plan, you

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are the link on applying the what

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technology can build you and then sandwiching that with

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what you know as a human and what you want as an output and i think they talked

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about in the video like we need that balance of human interaction for students

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to help get use this technology and leverage it to also learn sorry i've talked

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too long no it's fine not at all please and for me i think part of it especially

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having um you know taught language arts for so long.

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Not just obviously having it to be able to sort of read and help you go through,

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because anybody who's had 100 essays that they need to read and go through it,

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not just that as a time saver, but in the last, I'm going to say...

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10 years, maybe more, the move for data analysis has become,

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or as I like to say, data analysis.

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You know, it's, it's not really, yeah, it's not my, Claude, it's not really

00:15:15.045 --> 00:15:17.165
my, I'm sorry, it just makes me laugh so much because it was like,

00:15:17.205 --> 00:15:21.265
are you saying Claude or Claude like a Frenchman? But, you know, we got it, Claude.

00:15:22.645 --> 00:15:28.565
But the, the idea that, especially in the 60 Minutes clip, that the teacher

00:15:28.565 --> 00:15:34.325
was able to see instantly how the child was looking, searching,

00:15:34.665 --> 00:15:36.345
understanding, not understanding.

00:15:36.545 --> 00:15:45.685
The feedback on that is the missing link to what we certainly do not have time to do and but want to.

00:15:45.985 --> 00:15:49.605
And then it's like, oh, I don't and I can't. But or if you're like me and you're

00:15:49.605 --> 00:15:54.705
not really necessarily like a numbers person, it kind of takes a lot of that

00:15:54.705 --> 00:15:59.985
away because like, yeah, it's, it's instant and it's right there and you can do it, um.

00:16:00.645 --> 00:16:04.645
You know, for each child, especially like somebody like he's over a hundred

00:16:04.645 --> 00:16:06.285
kids a day. Yeah, absolutely.

00:16:06.805 --> 00:16:11.365
That, that was literally floored me when, when you as a teacher can go into

00:16:11.365 --> 00:16:16.625
Conmigo and after your class has met and you can go in and you can look at it like a control panel,

00:16:16.765 --> 00:16:20.765
if you will, and see all your students and then look at what kinds of questions

00:16:20.765 --> 00:16:23.865
they were asking, how they were eliciting those responses.

00:16:24.105 --> 00:16:29.365
How did they respond to the responses? Because the Conmigo tutor also will ask

00:16:29.365 --> 00:16:35.625
you questions to ascertain if you are learning the material so you can get a

00:16:35.625 --> 00:16:36.985
deeper dive into it yourself.

00:16:37.005 --> 00:16:41.085
So a teacher can go, oh, you know what? Johnny Smith, Johnny Smith, he's good.

00:16:41.325 --> 00:16:44.465
He's asked those questions. I know where his pathway, but Susie Jones,

00:16:44.765 --> 00:16:49.105
I saw her really asking a lot of the same questions and I think she was stuck.

00:16:49.105 --> 00:16:50.485
So I really need to meet with her.

00:16:50.965 --> 00:16:55.225
Number one, I hate using this phrase, game changer. Okay. That to me is a game

00:16:55.225 --> 00:16:58.525
changer because now it allows me to go right to those students and focus my energy.

00:16:59.205 --> 00:17:02.565
Number two, which we talked about, like there was an English teacher that was

00:17:02.565 --> 00:17:08.725
talking about, you know, if you just gave 10 minutes of feedback on the first

00:17:08.725 --> 00:17:13.325
draft of a hundred students essays, That's 17 hours.

00:17:14.185 --> 00:17:21.645
Like you can save a teacher 17 hours where they could then be focusing on other

00:17:21.645 --> 00:17:27.365
very important things within their job and still give the student the individualized

00:17:27.365 --> 00:17:29.945
specific feedback they need to be a better writer.

00:17:30.845 --> 00:17:37.365
It was just it's an amazing concept to me, but one that I'm I'm you know, I'm very passionate.

00:17:37.751 --> 00:17:40.891
I'm very excited about, but I really want to see it in action,

00:17:40.891 --> 00:17:44.431
um, you know, to see how it's going to work, you know, on the daily.

00:17:44.851 --> 00:17:48.491
Think about it this way too, with, if you have a program that's analyzing the

00:17:48.491 --> 00:17:50.851
questions those students are asking and where they're getting stuck,

00:17:51.331 --> 00:17:56.751
like at some point it's going to like, as a teacher, yes, I can look and analyze,

00:17:57.031 --> 00:17:59.331
but then now that's more time where I'm looking at it.

00:17:59.431 --> 00:18:01.871
It's going to get to the point where the system's going to go,

00:18:02.251 --> 00:18:06.551
Hey, hey, little Johnny's having issues with this. Sally just figured that out.

00:18:06.971 --> 00:18:10.211
Why don't you ask Sally to walk over there and help Johnny with what she just learned?

00:18:10.831 --> 00:18:13.991
It's going to help start mixing. Or hey, these four students are having issues

00:18:13.991 --> 00:18:15.971
with this. These five students can move ahead.

00:18:16.131 --> 00:18:20.051
Why don't you group them together? It'll give you suggestions and start learning

00:18:20.051 --> 00:18:21.271
your students and where they're at.

00:18:21.391 --> 00:18:24.351
And then you can be like, as a human, be like, oh, little Johnny and Sally just

00:18:24.351 --> 00:18:27.491
broke up last week. I'm going to put them in the same. You use the human element as well.

00:18:27.631 --> 00:18:31.111
But then you go help that group or this group needs the most attention because

00:18:31.111 --> 00:18:32.811
they're stuck on a pretty bottle part.

00:18:32.931 --> 00:18:37.191
Like it's going to be able to even guide you in how you help and then you can

00:18:37.191 --> 00:18:39.351
use that. So I think it's going to be incredible.

00:18:39.931 --> 00:18:44.091
Yeah, it really was eyeopening to me. And I had not really, like I've just been

00:18:44.091 --> 00:18:47.831
sent, you know, my algorithm, all this stuff pops up on Instagram.

00:18:49.291 --> 00:18:52.871
You know, and really it's just dipping my toe in the water with all this stuff.

00:18:52.991 --> 00:18:57.211
Like when we had another guest on Dawn Wiseman where she was showing us about-

00:18:57.871 --> 00:19:01.851
She used Magic School just as an example. ball as an example to like show us

00:19:01.851 --> 00:19:04.011
how to differentiate at the drop of a hat.

00:19:04.211 --> 00:19:07.691
Like that's going to help me in my classes to be able to, to,

00:19:08.091 --> 00:19:11.611
you know, reach those kids that are having academic difficulties.

00:19:11.611 --> 00:19:14.951
So I can take that activity differentiated in a way where they're going to be

00:19:14.951 --> 00:19:16.111
able to understand the material.

00:19:16.671 --> 00:19:21.711
Um, I think, I think, I think the other point, um, from the 60 minutes episode

00:19:21.711 --> 00:19:26.411
was about the great divide as well, because, uh, really struck a chord with

00:19:26.411 --> 00:19:30.111
me. My son is a junior in high school. He's taking a math class.

00:19:30.451 --> 00:19:36.071
And I probably have mentioned this before, but he has never had trouble with math until this year.

00:19:36.851 --> 00:19:40.811
And I hate to be a teacher blamer, but it's sort of one of those situations

00:19:40.811 --> 00:19:41.971
where it's like, figure it out.

00:19:42.531 --> 00:19:47.951
And figure it out. And if you're not passing the tests, maybe go to a lower

00:19:47.951 --> 00:19:50.771
class, which, you know, it's not a great response.

00:19:50.891 --> 00:19:53.231
But hey, you know, it happens, right? And I always think like,

00:19:53.291 --> 00:19:54.951
well, maybe that person's having a really bad year.

00:19:55.171 --> 00:19:58.591
You know, you want to try to like give allowances. But what did I do?

00:19:58.691 --> 00:20:04.311
Because I can, we, we have someone who he's working with, and he's been able

00:20:04.311 --> 00:20:06.911
to have a one-on-one personal tutor.

00:20:07.631 --> 00:20:11.471
And that is a financial issue across the bored.

00:20:11.791 --> 00:20:16.751
Not only is it a financial issue, but it is also a connecting problem as well

00:20:16.751 --> 00:20:21.031
because you don't always, like parents don't always know how to find someone

00:20:21.031 --> 00:20:25.311
or they can't fit it into the schedule or they, you know, it just doesn't mesh well for the child.

00:20:25.311 --> 00:20:28.811
So in that situation, when they were talking about that one-on-one,

00:20:29.011 --> 00:20:32.811
I was thinking, oh my goodness, like my kid would benefit from that immediately.

00:20:33.251 --> 00:20:37.631
And it would be really nice to, you know, have that money.

00:20:38.051 --> 00:20:40.851
It's like, even if you have the money. It's like, you don't have,

00:20:41.031 --> 00:20:42.471
you know, it's like, you don't owe any sort of the money.

00:20:42.631 --> 00:20:45.691
So, um, you know, so I thought that that was really interesting as well and,

00:20:45.751 --> 00:20:47.591
and would benefit so many kids.

00:20:48.631 --> 00:20:50.051
I completely agree. Yeah.

00:20:51.511 --> 00:20:55.791
Yeah. I think one of the, uh, it was really well put. I completely like the,

00:20:55.991 --> 00:20:57.431
the amount, cause that's the thing.

00:20:57.491 --> 00:21:00.151
Like when I was teaching, when the students left for the day,

00:21:00.191 --> 00:21:01.791
I'm like, okay, well, I hope they got it.

00:21:01.951 --> 00:21:05.131
You know what I mean? I taught math. So it's like, if the problem was a little off,

00:21:05.671 --> 00:21:08.511
you know, if it didn't click, I'm like, oh and then we come back

00:21:08.511 --> 00:21:11.411
and now i'm i want to help them i spent 10 15 minutes

00:21:11.411 --> 00:21:14.131
just helping with the homework that i couldn't help with

00:21:14.131 --> 00:21:17.511
at night and so it's like having something there that could guide them like

00:21:17.511 --> 00:21:22.911
i remember at the time uh it was like early mid 2000s so like sometimes my students

00:21:22.911 --> 00:21:26.971
like tweet at me and be like hey mr tarver can you help me with this problem

00:21:26.971 --> 00:21:31.151
and i would like try to do it on my ipad and like send them a video like working

00:21:31.151 --> 00:21:34.171
the problem but then you know it's just, it's so much better.

00:21:34.331 --> 00:21:37.391
It can be super helpful if used in balance. Right.

00:21:38.091 --> 00:21:42.851
I mean, and, and I think Joe mentioned earlier, so we have, um, you know, our district.

00:21:43.981 --> 00:21:50.001
Is, I don't know if it's like an absolutely no, no way, or it's just we,

00:21:50.201 --> 00:21:53.341
we have a gigantic school system.

00:21:53.821 --> 00:21:58.721
And so often the decisions that are being made, you know, are going to affect,

00:21:59.021 --> 00:22:03.541
we live in a town with about 100,000 people, we have about 14,000 students in

00:22:03.541 --> 00:22:06.501
our school district, there's, you know, what, 25 schools.

00:22:06.701 --> 00:22:10.341
So I think, you know, I can see, you know, I always try to put myself in the

00:22:10.341 --> 00:22:13.141
other person's shoes of like, okay, I'm trying to make this decision.

00:22:13.821 --> 00:22:17.561
And there are so many people that this can be affecting, you don't want to do

00:22:17.561 --> 00:22:20.061
anything, you know, too rapidly or,

00:22:20.361 --> 00:22:23.821
you know, but at the same time, you know, how do you,

00:22:24.061 --> 00:22:27.681
I mean, we're all kind of doing it anyway, I hear different versions of,

00:22:27.901 --> 00:22:35.041
you know, who's using a recipe who's, you know, you have to explain something

00:22:35.041 --> 00:22:37.501
to your like, our dog died, how do I explain it to my child?

00:22:37.761 --> 00:22:41.721
And, you know, People are getting all sorts of different answers to questions

00:22:41.721 --> 00:22:45.521
that they may have had to struggle with before.

00:22:45.881 --> 00:22:50.001
So Joe and I are very interested in trying to use it with our students.

00:22:50.001 --> 00:22:53.901
We're just not able to directly yet.

00:22:54.241 --> 00:22:56.781
Everything is blocked on student devices.

00:22:58.001 --> 00:23:04.441
Even if I go to certain tools on a district device, it's blocked for me.

00:23:04.961 --> 00:23:08.001
Um now i could use my personal device of course and and

00:23:08.001 --> 00:23:13.241
do all that stuff on my own um but you know i don't like to mingle church and

00:23:13.241 --> 00:23:16.921
state right i like to keep my work life and my uh and my and my private life

00:23:16.921 --> 00:23:22.561
separately um which which is you know an important thing for me but i just i

00:23:22.561 --> 00:23:26.241
just feel we're missing the mark like there's so many things that we could be giving our students,

00:23:27.001 --> 00:23:30.341
access to that we're not giving access to and it's like well they're cheating

00:23:30.341 --> 00:23:32.261
they're gonna to cheat on that. Nope. They're going to cheat on everything.

00:23:32.681 --> 00:23:35.981
And no, no. If you properly teach them how to use it,

00:23:36.541 --> 00:23:39.721
you know, one of the, one of the things that I was listening to, uh,

00:23:40.121 --> 00:23:45.321
you know, earlier today was like elevators in the 19 before 1970,

00:23:45.361 --> 00:23:49.361
there was an elevator attendant and then they took them away because the,

00:23:49.521 --> 00:23:54.501
the process of having an elevator became automated and you hit a button and

00:23:54.501 --> 00:23:57.141
you went up to the thing and people were like, Ooh, I don't know if I could

00:23:57.141 --> 00:23:58.961
do this without a person in it. Like.

00:23:59.969 --> 00:24:04.949
So why are we afraid to open up the doors and allow students to use this stuff?

00:24:05.249 --> 00:24:08.889
That's my biggest concern right now. And I don't know the answer to that.

00:24:09.089 --> 00:24:10.009
That's my biggest problem.

00:24:11.009 --> 00:24:14.149
And I mean, no, please go right ahead.

00:24:14.429 --> 00:24:17.549
But if a school blocks it for this, you're not blocking it for the students.

00:24:17.549 --> 00:24:21.069
Like they don't all have cell phones and data plans and home Wi-Fi.

00:24:21.229 --> 00:24:24.689
Like you're blocking for the kids whose parents can't afford data plans.

00:24:24.769 --> 00:24:27.969
That's who you're blocking it for. So it's another, it's an equity again.

00:24:29.069 --> 00:24:33.169
Like why why wouldn't we try to train them to use it responsibly instead of

00:24:33.169 --> 00:24:35.969
using it behind our back and i think that's one of the biggest issues and i

00:24:35.969 --> 00:24:37.929
talked to teachers yesterday and you got,

00:24:38.569 --> 00:24:41.269
english departments who are terrified because they've only seen it used for

00:24:41.269 --> 00:24:44.709
bad and you've got other departments are like i use it every day and i tell

00:24:44.709 --> 00:24:46.949
my students like it's all about communication,

00:24:47.409 --> 00:24:51.089
you communicate with the students hey we don't need to use it on this because

00:24:51.089 --> 00:24:53.909
i need you to learn to build an outline on your own but we'll use that on the

00:24:53.909 --> 00:24:56.929
next thing when i have it proofread read your stuff before you turn in the final draft.

00:24:57.169 --> 00:24:59.069
Like you have to communicate.

00:24:59.429 --> 00:25:04.309
If we act like it doesn't exist, it's the wild west for them and they're going to use it incorrectly.

00:25:04.589 --> 00:25:09.789
Like there was a study done, you know, about YouTube as an educational tool.

00:25:10.029 --> 00:25:17.029
Over 90% of students in classes use YouTube to help them with that class.

00:25:17.269 --> 00:25:23.369
Whether the teacher ever mentions it ever at all, they're not over 90% use YouTube.

00:25:24.195 --> 00:25:29.035
Over 50% use TikTok to help them learn. That was for math, was that study.

00:25:29.215 --> 00:25:30.755
They're going to TikTok to learn.

00:25:31.135 --> 00:25:36.775
The studies also showed students are more successful when a teacher guides them

00:25:36.775 --> 00:25:39.015
in how to find the correct resources.

00:25:39.635 --> 00:25:44.875
If we don't, they're just going to go, it's us in 2003. All this Wikipedia page

00:25:44.875 --> 00:25:47.155
is pretty cool. Copy paste, you know what I mean?

00:25:47.675 --> 00:25:52.695
You have to teach them and guide them on how to validate these sites and these

00:25:52.695 --> 00:25:56.595
sources or you have what you've had the last, what, five, six years where people

00:25:56.595 --> 00:26:00.815
are like, oh, I read on a website that giraffes built the pyramids. I'm like, what?

00:26:01.155 --> 00:26:04.795
You know how the internet works, right? I can build a website on that in 12 minutes.

00:26:05.275 --> 00:26:07.455
Less than that. And send you pictures.

00:26:07.915 --> 00:26:10.795
Yes, and have pictures and a full write-up and it can look legit.

00:26:10.855 --> 00:26:13.815
And I could cite links to stuff that doesn't exist, but you're not clicking the link.

00:26:14.235 --> 00:26:17.915
You have to show people how to find valid resources or else they're going to

00:26:17.915 --> 00:26:21.755
be misinformed because they don't know how to find legitimate sources.

00:26:21.755 --> 00:26:26.975
And I wanted to use it for we do a project in district where kids create like

00:26:26.975 --> 00:26:30.535
a community project and they think like, OK, here's something I want to improve

00:26:30.535 --> 00:26:32.135
and here's what I'm going to do.

00:26:32.275 --> 00:26:36.515
And I wanted them to like take that and be like, OK, evaluate my project,

00:26:36.735 --> 00:26:39.595
you know, give a prompt that they're going to put in there basically and basically

00:26:39.595 --> 00:26:43.615
just to summarize, evaluate my project and tell me where I it could be improved.

00:26:44.515 --> 00:26:47.175
That's what I wanted them to be able to learn from it. So now you could take

00:26:47.175 --> 00:26:50.635
your project of what you're going to do for the community and get suggestions

00:26:50.635 --> 00:26:57.975
on how to make it better instead of me reading through 100 drafts of projects

00:26:57.975 --> 00:27:00.255
to give feedback on every student.

00:27:00.795 --> 00:27:06.315
Like we're literally talking about time. We're talking about like teachers that

00:27:06.315 --> 00:27:10.795
have more and more demands that are put on their schedule and more and more

00:27:10.795 --> 00:27:13.035
things that are sucking the time out of their regular day.

00:27:13.035 --> 00:27:18.035
If we can give students a way to learn this stuff on their own to problem solve,

00:27:18.255 --> 00:27:20.055
it's going to make it better for everyone.

00:27:20.195 --> 00:27:25.555
But it's never going to replace us. No, and it doesn't come to them naturally.

00:27:25.655 --> 00:27:31.175
It's definitely a maturity issue and something that you need to learn throughout

00:27:31.175 --> 00:27:34.775
your school career. But yes, from the adults.

00:27:35.035 --> 00:27:39.135
I'm teaching a language arts class, and we were reading a novel.

00:27:39.135 --> 00:27:45.615
We had listened to some of the chapters through YouTube as we went through the novel together.

00:27:45.895 --> 00:27:51.315
So now we start a new novel, like Lit Circles, 4 different groups in the class.

00:27:51.935 --> 00:27:53.475
And, you know.

00:27:56.175 --> 00:27:59.255
Today, Hey, guys, you have your homework? Hmm.

00:28:00.275 --> 00:28:07.535
I left my book at school. Well, but didn't you think that you should maybe have used YouTube.

00:28:07.715 --> 00:28:12.355
I mean, you saw me use YouTube to find many books. We've listened to them.

00:28:12.455 --> 00:28:13.275
We've talked about them.

00:28:15.166 --> 00:28:21.406
Oh, they, I mean, there was a couple of kids, they looked at me like, oh, I'm allowed?

00:28:21.746 --> 00:28:26.386
I was like, yes. But, you know, and so people just automatically want to think

00:28:26.386 --> 00:28:28.546
like, they're just going to do anything and they'll get out of it.

00:28:28.626 --> 00:28:32.766
And it's like, no, not really. They do really need the adult communication and

00:28:32.766 --> 00:28:37.926
the reminders and the talking and guidance is that huge part that is,

00:28:38.086 --> 00:28:39.526
you know, that the disconnect there.

00:28:39.526 --> 00:28:43.986
And I said, so if you forget your book again, we all know what we're going to be doing.

00:28:44.486 --> 00:28:46.206
I don't know. Maybe they're not.

00:28:47.666 --> 00:28:51.066
Maybe they're not. But, you know, at least you have options.

00:28:52.026 --> 00:28:53.466
You know, they don't think that way.

00:28:54.746 --> 00:28:57.406
No, they're going to take the path of least resistance. You know,

00:28:57.586 --> 00:29:00.726
it's like a sub's there and the sub doesn't tell them to look at the board to

00:29:00.726 --> 00:29:03.026
get their assignment. Like, oh, nobody told us to look at the board.

00:29:03.286 --> 00:29:06.446
You know what I mean? Like, they're kids. It's not new.

00:29:06.666 --> 00:29:11.066
It's not social media's fault. It's, it's been like that since the dawn of time

00:29:11.066 --> 00:29:12.766
told to do something they didn't want to do.

00:29:12.946 --> 00:29:17.046
Like, it's literally like, that's, that's their age. They want to chill and

00:29:17.046 --> 00:29:17.746
hang out with their friends.

00:29:17.886 --> 00:29:20.526
And there's being of age, talk to boys, talk to girls, whatever,

00:29:20.686 --> 00:29:23.786
you know, like, yeah, they don't care. They don't see the value as much.

00:29:23.926 --> 00:29:26.926
Some do, but you know what I mean? Like you're always battling that and trying

00:29:26.926 --> 00:29:29.386
to show why it matters to them.

00:29:29.506 --> 00:29:32.506
Like that's a big part of a teacher's job too, is the motivation side of it. Oh yeah.

00:29:32.786 --> 00:29:37.566
I think one of the things that I, we, we would love your advice on and try, I, I do not.

00:29:37.766 --> 00:29:41.106
Plan on dying on this hill, even though I feel it's very important.

00:29:42.246 --> 00:29:47.366
What can teachers who are looking to have, you know, a school district or a

00:29:47.366 --> 00:29:52.646
principal, you know, loosen up the reins a little bit in regards to these AI tools? What?

00:29:53.605 --> 00:29:59.945
What can we say? What should be a part of that conversation when we go and have

00:29:59.945 --> 00:30:04.365
conversations with stakeholders about making those changes for their classrooms?

00:30:05.065 --> 00:30:08.465
So the question is, what should teachers do in the conversation with students

00:30:08.465 --> 00:30:09.805
or with the administrators?

00:30:10.025 --> 00:30:12.625
With administrators. If a teacher decides, you know what, I really want to talk

00:30:12.625 --> 00:30:15.505
about this. I'm passionate about it. I think my students should be using it in the classroom.

00:30:16.945 --> 00:30:21.645
What should they be saying to to you know get get you know administrators to

00:30:21.645 --> 00:30:23.865
open their eyes and say you know what i really need to start thinking about

00:30:23.865 --> 00:30:24.945
this from a different perspective,

00:30:25.505 --> 00:30:28.265
well i think the important thing is one you walk

00:30:28.265 --> 00:30:31.325
in with the learning goals the thing we're supposed to write on the board every day look

00:30:31.325 --> 00:30:35.125
at the learning goals if your learning goal is for students to memorize something

00:30:35.125 --> 00:30:39.865
what are some of the best ways to memorize stuff oh um related to something

00:30:39.865 --> 00:30:43.805
i already know that i care about you know like if i want to learn about historical

00:30:43.805 --> 00:30:48.345
figures from the American Revolution related to a TV show and characters so that I can learn it.

00:30:49.485 --> 00:30:54.385
If, you know, most of us can't recite a page out of a book, right?

00:30:54.665 --> 00:30:57.165
If I asked you guys, hey, can you recite an entire page out of a book?

00:30:57.625 --> 00:31:00.785
Most of us are going to say, no, probably not. But if I asked you,

00:31:00.865 --> 00:31:02.845
hey, do you know all the words to any song?

00:31:03.165 --> 00:31:05.565
Like one song, do you know all the words to it? Yeah, I says,

00:31:05.845 --> 00:31:07.105
baby, of course, we all know the words, okay?

00:31:08.205 --> 00:31:12.525
If there's one song that you know, guess what? In an average song.

00:31:12.525 --> 00:31:15.305
I mean, I can perform anything from Wicked. Would you like me to try?

00:31:15.785 --> 00:31:19.305
Right now, yes, I do. I'm so...

00:31:21.165 --> 00:31:24.765
Opening scene. No one moans the Wicked. No, I mean, I could all die,

00:31:24.885 --> 00:31:27.405
but yeah. It's all... Totally right. Yeah, yeah, yeah. Totally right.

00:31:28.505 --> 00:31:31.065
So... Just show them how to learn. Show them that it can help students learn

00:31:31.065 --> 00:31:32.505
based on the learning goals.

00:31:32.985 --> 00:31:37.225
And that's the thing. Most administrators, because I've been a principal,

00:31:37.905 --> 00:31:41.685
90% of your time when you work with students, it's because the student did something wrong.

00:31:41.685 --> 00:31:45.605
And so the students get sent there are the ones that copy pasted the question

00:31:45.605 --> 00:31:48.685
into ChadGPT, got the answer, copy pasted and submitted it.

00:31:48.885 --> 00:31:51.445
Like that's the only way they know it if they haven't seen it.

00:31:51.605 --> 00:31:55.205
So I think you've got to start by showing them like, hey, do you think this

00:31:55.205 --> 00:31:58.245
would help you learn if you were trying to learn this?

00:31:58.425 --> 00:32:04.285
Do you think this would help, you know, my students be better at this if they were able to use this?

00:32:04.485 --> 00:32:07.105
Like we talk about important differentiation is.

00:32:07.937 --> 00:32:11.477
You can't do it. You don't have time unless you use tools like this.

00:32:12.057 --> 00:32:17.837
And, you know, we were talking about the writing and in the piece on 60 Minutes,

00:32:17.937 --> 00:32:20.777
Anderson Cooper had like an essay that he wrote when he was in the sixth grade.

00:32:21.617 --> 00:32:24.397
And they typed it in and they put it in there. But one of the things he actually

00:32:24.397 --> 00:32:28.237
did was he had it, you know, it was he was asking for feedback.

00:32:28.237 --> 00:32:29.497
What do you think of this now?

00:32:29.617 --> 00:32:33.097
Oh, you connected it to a time later in your life. That's so much better than

00:32:33.097 --> 00:32:34.857
what you put before. and it gives him feedback, right?

00:32:35.197 --> 00:32:38.977
So one of the other things that was in there was at purposefully,

00:32:39.157 --> 00:32:41.797
he went to ChatGPT and said, write me a paragraph about this.

00:32:41.917 --> 00:32:44.677
And then he took it and he copied it and he pasted it. And the teacher's able

00:32:44.677 --> 00:32:50.617
to see that they pasted, you know, 66 characters in X amount of seconds.

00:32:50.817 --> 00:32:55.317
But it also says that that's like a, you know, a critical negative check mark

00:32:55.317 --> 00:32:57.617
when the student would go and hand that in.

00:32:57.897 --> 00:33:02.117
So it's starting to be able to flag certain passages, But I,

00:33:02.317 --> 00:33:05.817
we also know that there's like issues with that, um.

00:33:06.637 --> 00:33:10.157
Where like you could take the constitution and upload it to chat GPT and it'll

00:33:10.157 --> 00:33:15.837
say, Oh, it was written by AI, but it wasn't because we all know that it wasn't, um,

00:33:16.357 --> 00:33:22.597
that's an important, like, and, and I'd like to say, or was it, um, search history?

00:33:23.057 --> 00:33:27.257
I know we might have I almost want to go back to the Ice Ice Baby content Because

00:33:27.257 --> 00:33:31.097
I'm thinking if we did karaoke That would be the song that Dr.

00:33:31.197 --> 00:33:35.877
Tarver would do If it were karaoke If I'm being honest That is the song I do,

00:33:36.517 --> 00:33:39.277
If I'm doing a karaoke And here's what I do I've done

00:33:39.277 --> 00:33:41.997
this on a couple We went and did ISTE in New Orleans You didn't ask for

00:33:41.997 --> 00:33:44.657
this story I'm giving it though And I went up

00:33:44.657 --> 00:33:47.617
there Because everybody does There's like I'm not musically inclined

00:33:47.617 --> 00:33:50.357
I'm not good at music I don't know the words But there's I call it three

00:33:50.357 --> 00:33:53.277
chunks of the song Okay okay all right stop collaborate and

00:33:53.277 --> 00:33:56.117
listen everybody knows most of that one it's a second

00:33:56.117 --> 00:33:59.097
and third one that get impressive so what i did was for

00:33:59.097 --> 00:34:01.897
karaoke and i did this for my friends because i don't know the rest of these people and

00:34:01.897 --> 00:34:05.157
they're you know whatever and so i get up there and i have

00:34:05.157 --> 00:34:08.377
the microphone and i do like all right stop collaborate

00:34:08.377 --> 00:34:11.537
and listen this is back and right and i look like i'm reading every word

00:34:11.537 --> 00:34:14.977
like i'm reading every word i'm just like sitting there looking nervous and

00:34:14.977 --> 00:34:19.837
then as soon as the second section hits uh like where it's like take heed because

00:34:19.837 --> 00:34:24.597
i'm a lyrical poet like yeah yeah like i'm i don't know will smith on stage

00:34:24.597 --> 00:34:28.977
like i get up there like everybody it was the one time i did it it hit okay

00:34:28.977 --> 00:34:32.557
all right jamie what would be it i did it twice second time they were too drunk

00:34:32.557 --> 00:34:33.737
they didn't even realize that change.

00:34:34.957 --> 00:34:38.277
Jamie what would your song be yeah oh there's so many well there's not enough

00:34:38.277 --> 00:34:42.457
there's some you have to pick one if you had to pick one what would you pick,

00:34:43.145 --> 00:34:48.345
Cause I have mine for a karaoke song for a karaoke song. If we were at a bar,

00:34:48.405 --> 00:34:50.425
we do a karaoke. I don't know. Come back to me.

00:34:50.765 --> 00:34:54.365
Oh, I would absolutely do the Humpty dance by digital underground.

00:34:54.425 --> 00:34:56.105
Cause I know every single word.

00:34:56.625 --> 00:34:58.365
Okay. It's one of my favorites.

00:34:59.005 --> 00:35:03.845
And that's, that's, that's no, uh, this will be on YouTube forever.

00:35:04.045 --> 00:35:08.645
My students will find it and I'll be ruined. Uh, no, but that was my jam back in the day.

00:35:08.845 --> 00:35:13.945
Uh, yeah, it's a very good song. So, I mean, Jamie, there's constantly music

00:35:13.945 --> 00:35:16.565
coming out of your mouth. So, I wouldn't even know where to begin with you.

00:35:17.585 --> 00:35:23.345
I mean, really, my answer is like it depends on the week. Because right now I'm in a wicked season.

00:35:23.625 --> 00:35:29.565
So, it's just all wicked all the time. Yeah. I mean, it's my wicked season. I can't.

00:35:30.085 --> 00:35:34.605
I perform. I perform daily, multiple shows a day.

00:35:35.025 --> 00:35:37.825
And my daughters, I have twins.

00:35:37.945 --> 00:35:41.205
They're 12. And they always tell this story of like, during COVID,

00:35:41.845 --> 00:35:43.665
remember when you locked us in your bedroom?

00:35:43.805 --> 00:35:45.965
I'm like, oh, don't tell this story again.

00:35:46.365 --> 00:35:51.185
And you made us listen to you sing the entire musical Gypsy.

00:35:51.425 --> 00:35:53.945
And I was like, oh, that happened.

00:35:55.865 --> 00:35:59.545
COVID was a weird time. Okay. It was a weird time.

00:35:59.785 --> 00:36:04.285
But I can't say that that, you know, I feel like every time I get in the car,

00:36:04.285 --> 00:36:07.825
it's a performance. So I don't, I mean, I, there's just, to me,

00:36:07.925 --> 00:36:10.785
it would always be some kind of musical theater song, but, um,

00:36:11.025 --> 00:36:14.485
but you know, Humpty Dance, I could join in on that.

00:36:15.745 --> 00:36:20.605
It's a jam from back of the day. Anyway, I mean, I know I'm sure that we,

00:36:20.785 --> 00:36:22.625
I went to play the house down boots.

00:36:22.865 --> 00:36:25.785
I was there in Philadelphia a couple of years ago. So I didn't,

00:36:25.905 --> 00:36:29.545
I, I, you know, next time you're at, if we're at the conference at the same

00:36:29.545 --> 00:36:33.065
time, we might have to get liquored up and do karaoke. That'd be a lot of fun.

00:36:33.645 --> 00:36:38.585
I've got to beat peak performance out there, okay? This is not a game to me. This is not a game to me.

00:36:39.125 --> 00:36:42.465
Okay? I'm here. There's scouts in the audience. I'm going pro,

00:36:42.765 --> 00:36:44.545
okay? That's all I've ever wanted.

00:36:45.063 --> 00:36:48.863
Scouts in the audience, he says. I love every minute of it.

00:36:49.343 --> 00:36:54.823
Anyway, no, you know, this conversation is one that gets, that happens in faculty,

00:36:54.983 --> 00:36:56.883
not about karaoke, about AI.

00:36:57.143 --> 00:37:00.343
It's a conversation that happens in faculty rooms, you know,

00:37:00.463 --> 00:37:01.883
across the dinner table.

00:37:02.903 --> 00:37:07.563
I really think that we need to focus on meeting students where they're going

00:37:07.563 --> 00:37:09.363
to be instead of meeting them where they are.

00:37:09.483 --> 00:37:13.563
And these things that we're not using in the classroom, I think,

00:37:13.743 --> 00:37:17.243
like you said, are, are, ultimately detracting from the learning process.

00:37:18.663 --> 00:37:21.143
We can make it better and level the playing field for those kids.

00:37:22.523 --> 00:37:25.603
That's what I... It's skills they're going to need in the workforce.

00:37:26.303 --> 00:37:28.463
Just like, oh, you don't need to use a computer, just read. Yeah,

00:37:28.563 --> 00:37:31.803
reading is great. Books are great. But a lot of jobs use technology.

00:37:32.863 --> 00:37:36.063
And they're at a deficit when they go in. They're like, oh, I can't use that.

00:37:36.163 --> 00:37:37.283
Or I don't know how to do spreadsheets.

00:37:37.923 --> 00:37:41.223
Give them the tools to succeed. And in this world,

00:37:41.943 --> 00:37:44.683
there's no boss in this world that's like, hey we need you

00:37:44.683 --> 00:37:48.003
to write you know three articles a week well i

00:37:48.003 --> 00:37:51.023
can write it with my bare hands okay cool i can write 15

00:37:51.023 --> 00:37:54.043
articles a week they're better and i

00:37:54.043 --> 00:37:56.883
can produce more because i use chadgbt to assist

00:37:56.883 --> 00:38:00.283
me not doing it for me but assist me yeah we're gonna have a second person every

00:38:00.283 --> 00:38:06.463
time assistant not replacement replacement yeah do you um like in regards to

00:38:06.463 --> 00:38:09.443
higher ed like colleges and stuff do you i mean i don't know how much you're

00:38:09.443 --> 00:38:13.463
in that realm at all like do you see some of the same conversations happening

00:38:13.463 --> 00:38:14.663
at the, at the college level?

00:38:14.803 --> 00:38:18.983
Is there more of a willingness for, for colleges to kind of open up the gates,

00:38:19.143 --> 00:38:23.763
if you will, to allow students to really utilize these tools in their daily learning?

00:38:24.023 --> 00:38:26.483
Or if it's not something you're familiar with?

00:38:27.123 --> 00:38:31.143
No, not at all. College professors. I worked with a school yesterday who was

00:38:31.143 --> 00:38:34.563
really great. So I'm not talking about them. It was a, it was a college I worked with yesterday.

00:38:34.803 --> 00:38:37.003
They were actually, a lot of them were open to it, but it's like.

00:38:37.672 --> 00:38:42.052
It's like, they've only seen it because they have even less communication with the students.

00:38:42.272 --> 00:38:46.212
I feel like, like, I mean, yes, there's some community, but there's way,

00:38:46.272 --> 00:38:49.512
you guys know, there's way more community and K6 especially,

00:38:49.512 --> 00:38:53.872
but you know, 7-12, like see them in the hallways at games at Pepper there.

00:38:53.872 --> 00:38:56.232
It's like they bounce in three days a week or twice a week.

00:38:56.392 --> 00:39:00.872
You know what I mean? Like they have a little bit more communication and it's

00:39:00.872 --> 00:39:03.912
just, they have, they like, they have to college professors though.

00:39:04.032 --> 00:39:05.812
It's like, it's almost like this.

00:39:05.952 --> 00:39:08.372
I'll just stick it in, turn it into comms. you get 40% you fail.

00:39:08.512 --> 00:39:10.852
I'm like, and I told him yesterday, I was like, there's false,

00:39:10.892 --> 00:39:14.232
like there, you're going to fail kids that did not use AI.

00:39:14.472 --> 00:39:17.172
And there are kids that you'll put in there and they'll say they didn't.

00:39:17.312 --> 00:39:17.972
And they definitely did.

00:39:18.252 --> 00:39:23.312
I go, it's like, you've got to find a better way. And so it is a conversation in higher ed.

00:39:23.812 --> 00:39:27.052
And I think it's a little further behind. It's like most things,

00:39:27.172 --> 00:39:30.312
like it's, it's a little further behind in higher ed than it is K-12,

00:39:30.832 --> 00:39:34.752
but they're having, there are the colleges that are streets ahead.

00:39:35.112 --> 00:39:40.592
They are having that conversation. Yeah, my my my wife actually sent me a TED

00:39:40.592 --> 00:39:45.972
talk with the CEO of Turnitin that their their platform is, I think,

00:39:46.032 --> 00:39:50.992
one of the only ones right now that can detect with some certainty things that

00:39:50.992 --> 00:39:53.992
are submitted using AI tools at the same time.

00:39:54.312 --> 00:39:59.372
He openly said, like, but that's not going to last forever because the machine is learning.

00:40:00.292 --> 00:40:03.472
We also in New Jersey come from the land of drones. So, like,

00:40:03.512 --> 00:40:05.792
we have machines everywhere that could be learning about us.

00:40:07.392 --> 00:40:10.892
So it it it's not a frightening proposition to me.

00:40:11.072 --> 00:40:15.272
It's just one where like we really need to get on the pulse of what's happening

00:40:15.272 --> 00:40:19.672
and teach students how they're going to use it better to assist them in their

00:40:19.672 --> 00:40:22.012
daily learning. That's that's that's the bottom line.

00:40:22.512 --> 00:40:25.172
So, yeah, for them and for us.

00:40:26.456 --> 00:40:29.776
100 percent yeah um well buddy let

00:40:29.776 --> 00:40:32.576
me tell you something it was such a pleasure having you back here

00:40:32.576 --> 00:40:36.096
for our uh being our first second time

00:40:36.096 --> 00:40:38.856
guest now you'll have yeah there it is i love

00:40:38.856 --> 00:40:42.676
it um i also enjoy the fact that you have a michael jordan poster on your wall

00:40:42.676 --> 00:40:46.516
uh he's the goat let's just make sure that we know that from uh jamie sports

00:40:46.516 --> 00:40:50.636
ball you know all these things um so it's uh do you want me to sing like mike

00:40:50.636 --> 00:40:55.256
from uh channel one when i was in eighth grade i want to be like mike I've never

00:40:55.256 --> 00:40:56.576
wanted something more than a year.

00:41:03.056 --> 00:41:07.056
You know what? Yeah, I mean, I guess that could be a karaoke song.

00:41:07.216 --> 00:41:09.516
Oh, man. Remember that commercial? That was a jam.

00:41:10.536 --> 00:41:15.396
I jam that fly. I jam that I'll be like Mike. Oh, man. That woman every morning.

00:41:15.556 --> 00:41:17.456
Take me there. Yeah. Dear Lord.

00:41:18.036 --> 00:41:21.816
Like I said, the last time you were on, if you are not following Tyler Tarver

00:41:21.816 --> 00:41:23.856
on all of the socials, you should be.

00:41:24.736 --> 00:41:31.456
And check out www.tarveracademy.com for not just all things Tyler Tarber,

00:41:31.596 --> 00:41:34.936
but things that are also my favorite thing, free.

00:41:35.116 --> 00:41:39.216
Because he has a lot of free things that can help you, teachers and students,

00:41:39.476 --> 00:41:44.116
to learn things that might help you. So please check out his resources.

00:41:45.656 --> 00:41:49.096
And we also want to thank Human Content. We appreciate you, Human Content,

00:41:49.316 --> 00:41:53.996
for taking us on and giving us a chance to grow our show a little bit.

00:41:54.696 --> 00:41:59.476
And we look forward to seeing you guys the next time. Thanks again for joining us, Dr. Tarver.

00:41:59.636 --> 00:42:03.396
We appreciate you, Dr. Tarver. Thank you all for having me. Excited to be here. All right.

00:42:03.676 --> 00:42:07.996
We'll see you guys next time on the Balancing Act Podcast. Bye.

00:42:06.320 --> 00:42:19.280
Music.

00:42:19.036 --> 00:42:23.476
Look for the Balancing Act Podcast every week on your favorite podcast platform.

00:42:24.056 --> 00:42:28.576
New episodes drop every Tuesday. Thank you for being a part of our audience. We appreciate it.

00:42:29.040 --> 00:42:43.028
Music.