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The voice of the American Consortium for Equity in Education at ace-ed.org | Host Larry Jacobs facilitates rich discussions with innovative educators, thought leaders, authors and the leaders within the education industry to promote equity, access and opportunity for every student in every school.
I'm David Cicero, and this
is Education Talk Radio.
One thing I've noticed over the last
few years is that education seems to
be moving in two directions at once.
On one hand, schools are
beginning to rethink screen time.
On the other, they're embracing tools
like artificial intelligence that promise
to make learning faster, easier, and
more personalized than ever before.
In many ways, that's what technology
has always promised us: convenience.
And usually, we think of
convenience as a good thing.
If a task takes less time or becomes
easier to accomplish, that's progress.
But is it always?
Some of the most important
parts of growing up aren't easy.
They require struggle, persistence,
failure, and reflection.
So it raises an interesting question:
Are all struggles meant to be
overcome, or are some of them the very
experiences that shape who we become?
Jonathan Strecher is the author of
Emergence, a book that argues the
real issue isn't whether technology
belongs in schools, it's whether we're
replacing experiences that children
actually need in order to become capable,
resilient, and fully developed adults.
Jonathan, thank you so
much for joining me today.
Thank you, David.
It's a real pleasure to be here with you.
I'm excited for this conversation.
Now, early in the book, you argue that
the greatest challenge isn't technology
itself, it's what happens when convenience
begins replacing experiences that actually
shape us, and it was so interesting.
So before we talk about AI or screens
or anything like that, I'd like to
kinda start with a bigger question.
What does it really mean for a child to
develop, and how is that different from
simply helping them achieve academically?
Yeah, I think when we think about
schools, we often think academics
is our sole responsibility.
But if you listen carefully to teacher
and other educational experts, you
will often hear the phrases holistic
development or whole child development.
But what I find is that not all educators
understand what that actually means.
And unfortunately, if you just throw
those words out into the ether, um, most
people just dismiss them as buzzwords.
And what I try to do in my book
Emergent is pattern them around five
different types of intelligence that
I feel that children, oh, well, and
humans, adults need to prioritize.
And those five intelligences are
intellectual, social, emotional,
ethical, and physical development.
And by doing so in a patterned
way, developing wisdom in all
five of those, that's what it
means to develop holistically.
Um, unfortunately, in the way education
has been structured, and this is not a
teacher issue, it's not an administrator
issue, this is a systems issue,
they've prioritized a very narrow band
of intellectual development, really
structuring it around mathematical
capacity and reading and writing.
Those things are important, but I-
e- even if we create students who are
good in those singular areas, that
doesn't mean they're good people.
It doesn't mean that they'll be a good
father or wife or son, daughter, worker.
It, it just means that they have some
logical level of skill and some small
ability to communicate, and they
need-- I think we need to rethink
that more holistically ourselves So,
you know, it really strikes me to
think of that sort of narrow, um,
those narrow lanes of expectation.
I mean, what are we missing?
Why is that sufficient?
Is the purpose of schooling changing?
I'm just wondering because all those
other things you mentioned, a good
person, um, uh, you know, e- exceptional
character, a good father, a good, a,
you know, a good partner to somebody
else, those things seem super important.
So why are we, why are we honing in
on something so narrow, do you think?
Well, I think it started back
in the '80s of all places,
where we had a nation at risk.
I don't know if you remember that.
I think it was '82 or '83
that came out, and students in
America were falling behind.
And then shortly thereafter, um, after
we sort of pondered on what was happening
to us socially and intellectually, uh,
the No Child Left Behind Act came out.
And on the surface, very
altruistic, uh, you know, it
was a good idea, a good premise.
We don't want children to fall
behind, but they did something
to the education system itself.
Instead of teachers raising children
holistically, what they did is they
said, "No, we are going to fund you
and measure you, evaluate you on just
math and reading and writing scores."
What is any good teacher going to do
if they know that the only way you're
evaluating, uh, them is on that premise?
Not of whether they're raising good
humans, but just how are they scoring?
As a result of this, starting in about
1990, mid-'90s to 2000, we have seen
a stagnation of intellectual growth.
Now it's in decline.
We've seen more antisocial behavior, um,
that's only progressively gotten worse.
We are more anxious and
depressed as a society.
We have lower levels of trust.
And then even physically, uh, sadly,
one in five children today are obese.
This is a real epidemic, and we're
moving in the wrong direction.
And while I think it was done under
a good premise, a positive premise,
without the complexity of what it means
to be fully developed, fully actualized
as a human, we've lost our way.
We be- it- we've narrowed it down
to just these basic components.
Yeah.
And I'm seeing this as a common
thread through a few of the
conversations I've been having
over the, over the past few months.
Um, and what it really looks like
to me is that we are really just
leaning way too far over to The
expectations of being about production.
And not only, not only production
in general, but what students can
produce now in the classroom, right?
If we think about what they'll produce
after they leave the classroom, it's
much more than reading and, and, and,
and writing and mathematics as well.
So, you know, I, I, I really appreciate
this high-level overview, and I think
it gives us a really good context.
And I'm, I'm thinking about school
leaders now, um, as we continue to
talk about this sort of development
versus achievement, uh, topic.
And, you know, we're making
real decisions every day about
phones, laptops, AI, screen time.
Those conversations often become
debates about whether a technology
should be allowed or restricted.
You seem to suggest that's
not really the first question.
So if a superintendent called you
tomorrow and said, "Hey, we're trying
to decide how much AI or screen time
belongs in our schools," where would
you actually tell them to begin?
Yeah, I would actually go back in history
a little bit and refer to the cellphone.
Uh, it- it's a similar argument
to what we're facing in AI, even
though AI is a much more complex and
developed technology, but we didn't
know what to do with cellphones either.
Some schools completely restricted them.
Other schools said, "No, let's
use them in the classroom."
And it became a yes or no, but I
think we've missed the most important
question, which is: What does it
mean to educate a child in full?
And instead of giving sort of the
50,000-foot view, I, I want you to think
from a curricular standpoint, the way
we look at education intellectually.
You know, we have math to teach logic.
We have reading and writing
to teach communication skills.
We have science to follow a process
of thinking and a methodology.
We have history to consider really
difficult questions and ha- learn
to have civil conversations.
We need to do the same and really
in social communication skills.
So the way we've developed
intellectual, uh, curriculum,
we need to do that socially.
We need to do that emotionally.
We need to do that e- ethically, and
we do that to some extent physically.
You know, we have recess, uh, we
have PE, but have we really thought
what it means to develop yourself
as a physically healthy human?
And what sort of messages do we
need to give around nutrition,
um, activity, and sleep?
Which sleep is one of the most
important factors of your health,
and we don't give it the same level
of attention we do, say, math.
One thing that you wrote really stood
out to me, and I'm really excited to,
to kind of hear your thoughts on this.
You write, "It's not that convenience
is objectively harmful But when
we fail to purposefully manage the
free time that we're gifted by our
countless conveniences, we risk
becoming intellectually complacent.
So if technology creates more
time or removes certain burdens,
what should schools be doing
with that newly created time?
Yeah, um, this is an interesting question.
The one thing I would say to schools
is if AI is creating an abundance of
free time, you're using it incorrectly.
Because AI should be an extension
of human development, not a
replacement for human development.
So to give-- put this in context,
um, children write essays all the
time now, and a child can simply go
into one of these AI models and say,
"Hey, I need to write an essay on the
Civil War and its impact on today.
Uh, I would like to make
it at a sixth-grade level.
Um, uh, you have examples of my writing
already, so make it sound like me."
And they take it in, and they give it
to a teacher, and the teacher, it's
so nuanced, it's hard to determine
whether it is their own voice.
But there's another way to write an essay.
A child writes the entire
essay on their own.
They do the work first.
They put it into an AI model and
say, "Please review this for clarity.
Give me suggestions for improvement.
Is there something I am missing?"
Now, in that way of using it, AI is
a huge asset to the child because the
child will go back and review what
the AI is telling them, becoming a
stronger writer, developing a more clear
thesis, thinking about the arguments
they're making and do they make sense.
But AI will do either/or of
what that child puts into the
prompt, and that's the danger.
So this is why I think we have to
teach children, you know, I've, as
I mentioned, ethical intelligence.
They have to understand it's not
about the completion of the work,
it's about the value of growth, and
that's what children sometimes miss.
The all-- A child can produce something,
the parent's happy because they
finished it, the child's happy because
they, uh, got an A or a B on it.
The teacher is like, "Well, it's
a completed assignment," but
the child has learned nothing.
And it's giving us sort of a fake
intelligence, the appearance of
intelligence without the ex- the
actual development of intelligence,
and that's the scary part with AI.
But you can't abandon it either
because it's such a powerful
tool to help improve us.
Yeah, I think this is-- You're
touching on something that's, that's
just really a, a cultural thing in
the way, um, schooling takes place.
It seems to me, as I've had
conversations and throughout my
career, that we're just so focused
on the outcome of things, right?
Um, you, you, you wrote this,
it's done good, check mark.
Okay, you got the grade,
let's move on, right?
And, and that, that shows up not only
in our accountability system, but it
also shows up in everyday interactions
between teachers and students.
You know?
Um, if we're not trying to understand what
that student is bringing to the table and
helping them express that in a unique way
through the academics they're pursuing,
why wouldn't they think that their value
is, is 100% about production either?
So we've instilled this over the years,
and so when I'm looking at something like
AI, it's in front of me as a student,
I'm like, "I just need to get this done."
You know?
It doesn't matter how much of me is
in this, it just needs to get done.
And so I think that, I, I, I think
you're absolutely right in your, um,
sort of summary of like, your example
of responsible AI use was a great
example for students, but I, it's just,
I just wonder how we overcome that
larger issue of-- And I think that's
what your whole book is about, right?
Stepping back and saying, "Hey, there's
a human here, and there's qualities that
we need to be nurturing, um, that are
essential not only for their academic
development but, but for their life."
And this also dictates how
they, how they'll use emerging
technologies, you know?
Uh, correct.
You know, I talk to parents a lot,
and when-- I almost think of AI
as kind of like a parent in a way.
It can give you exactly what you
want, like an overindulgent parent.
Like, it'll just make your life easy.
It loves you, it supports you,
and it does all the work for you.
And then there's parents
who tow a hard line.
They don't necessarily support you, but
they're like, they have high expectations.
But great parenting, much like great
teaching, is both loving and supporting
a child while simultaneously holding
expectations to the highest level.
It's what I tell my parents,
this is love with a long horizon.
This is loving your child by making
them both feeling like you're
with them, but not taking away the
friction or the frustration that
a child needs to find success.
Uh, one of the most important aspects,
I, I studied, uh, neuroscience before I
switched over to education, and one of
the most important lessons I've learned
is in those moments of frustration,
in those moments of struggle, your
brain primes itself for learning.
And if you immediately switch over
to something that provides comfort
and ease in that moment, you- your
brain does not develop the same way.
It isâ¦
You, you don't want trauma or tragedy,
but you do want enough friction where
your brain says, "This is important.
I need to remember it."
And the stronger those neural connections
get, the easier things get for you.
But that takes that struggle, those
awkward conversations, those, uh, moments
of doubt that you have in yourself, those
ethical dilemmas that you're like, "Oh
my gosh, I just said this to my friend.
I need to apologize."
Itâ¦
That's how you learn the lessons,
not by let, not by people supporting
you to the level they let you off
the hook, but you gotta hold yourself
to account, and in some extent, they
gotta hold you to account as well So
not to ma- not to try to lead you to,
like, a blanket statement, but I just
had a thought while you were speaking.
It-- when we, when we struggle,
is it in those moments that we are
challenged with bringing more of
ourself to overcome that struggle?
Or are weâ¦
Is that when we bring something
unique that's in us on- sort of
only in us, something creative?
Does that happen during struggle?
Is that where we really show up?
Yeah.
Uh, there's a great sequence that I've
been thinking about, and one of the most
underrated, uh, states of mind is boredom.
When we fall into boredom, our
natural tendency is to fill it.
Fill it with TV, fill it with a game, fill
it with your phone, and we almost become
addicted to just picking up our devices,
and AI is going to introduce some- another
level of attraction and addictedness.
Um, but if you sit in boredom long
enough, your brain starts to do something
because it doesn't like to be bored.
So if you sit within it, that's when your
imaginative center starts to take place.
You become highly creative.
You start thinking about, "Who
do I wanna be as a person?
What sort of friends do I wanna have?"
Mm.
"Let me think about something
that might frustrate me."
And as you're going through that
process, that imagination leads to
the highest level of cognitive work,
which is metacognition, which is
thinking about your own thinking.
But that's hard to do if you
don't go through that process.
And that's where I find that we
aren't thinking about our own
thinking enough because we don't
spend enough time in our own heads.
Um, and when we do, sometimes it's only
through trauma, not through progression.
And I, I think that gets back to
your point of when you think about
completion of tasks rather than the
progress of learning, you're more apt
to say, "I'm just a failure," or, "I
can't do something," rather thanâ¦
I- if you watch kids who are highly
successful, they'll get a C on a r- you
know, on a report card or on a test.
They're like, "Well, okay, I
learned something from this.
I can do better next time.
What can I do?"
They immediately switch over
because the resilience is there
to just know it's a process.
Um, but for some children, it breaks
them and they just, they start
developing these self-thoughts.
Yeah.
Let's move towards the five intelligences.
I've got a, a few questions
based around that.
Now, you organize the book around five
intelligences: physical, intellectual,
social, emotional, and ethical As
AI becomes more capable, I think
we, we, we, we touched on this just
a moment ago, I think, but I'm, I'm
curious to see how you'll answer this.
So as AI becomes more capable, are there
certain intelligences that are especially
tempting to outsource to technology,
but doing so would actually undermine
the development we're hoping to build?
Yeah, I, I've chosen two as the two
that I think are in most danger.
The first is intellectual.
Uh, AI has already shown that
through its own logical progression
of growth, I think the last I
read, it had an IQ of about 130.
It's performing almost entirely
across all domains at a PhD level.
Um, if we are solely going to evaluate
children on our intellectual capacities,
I'm not sure it's a, it's a test we
can win or a competition we can win.
AI is incredible at this level.
Um, also, if we embody AI into
robots, which certainly we see
it in manufacturing, but I want
you to imagine a robot in a home.
"Hey, why don't you do the dishes?
Hey, why don't you get me
something, prepare some food.
Hey, why don't you take
the dog for a walk?"
The one thing I know about people is
the more sedentary they become, the more
physical activity feels like actual work.
Where when I was young, I was just
having a conversation with my best friend
since kindergarten, and we were talking
about how we used to walk all over town.
Uh, uh, it didn't matter, like miles
and miles we would just say, "Hey,
let's walk over to so-and-so's house."
We'd just either ride our
bikes or walk on over.
It was nothing.
Today, I ask children to walk up to the
field to, you know, play sports, and
they're like, "Oh, that's a lot of steps."
And I'm like- Yeah ⦠"Ah,
it's good for you.
Come on."
Um, those two make me very nervous.
Now, here's the good news.
I think there's three that will
be very hard for AI to invade,
and that's social, emotional, and
ethical intelligence, and here's why.
AI can simulate social connectedness,
it can simulate emotional understanding,
and it can simulate ethics, but it
doesn't have an embodied experience.
It doesn't ha- it didn't have a childhood.
It doesn't experience
grief, happiness, joy.
So the things that truly connect humans
are out of the range of AI at the moment.
And even ethically, if you ask AI
to make a choice between something
that's destructive to itself
but good for society, it really
struggles to make that distinction,
where humans do it all the time.
"Yeah, I know it's gonna be a little
bit harder on me, but it's good
for the five people over there.
I'm gonna make this choice
ethically because I feel like
it's the right thing to do."
Humans do this all the time And when you
think about our intelligence structure,
we're not just intellectual beings or
we're not just physical beings it is
the interconnectedness of these five
intelligences that is how humans develop
intelligence that's the separator we
learn through all five area- all five
domains where AI, as I understand it,
is just learning in singular domains.
It's not really crossing over
into that level of complexity yet.
What, what you're saying is really
interesting because I actually had
spent some time thinking about, um,
essentially the kind of information
AI currently has access to as well.
And I, I don't wanna go off on a
tangent, um, I think it's a bit
outside of the scope, but I, I, I have
begun to wonder whether or not, um,
devices such as Meta glasses, right?
Mm-hmm.
I mean, we, we, we, we know that certain
technologies have been built over
time to, um, in order for a artificial
intelligence to learn from, right?
So you use something like X, and this
is providing a lot of information and
context for artificial intelligence.
And what really strikes me about
something that's, you know, you wouldâ¦
you know, a person could wear on their
face and walk around, is now instead of
going and reading about, uh, what crying
means and who typically cries and why
or something like that, I'm wondering if
it's providing, you know, a new level of
access to sort of first person experience
in the world to say, "Wait, babies--
Well, I saw a baby cry, a woman cries,
an adult can cry, and this was, s- uh,
this was the scenario that led to this."
And, you know, I, I begun to think,
number one, if AI does get trained, you
know, I'm not saying that Meta's doing
that, but if they do get trained on that
first person experience, how that will
affect the sorts of things that AI will
be able to do i- increasingly good, right?
Mm-hmm.
Because right now we have
that real time experience.
Um, sounds like it's possible
that it inches towards there, too.
This sort of leads me to
the next question I actually
already, um, had made a note of.
The framework that we're talking
about, there's five intelligences,
but you just said that they really
develop together, and this is
sort of that human power, right?
Mm-hmm.
And so I, I'm wondering if you could
talk a little bit more about why those
five have to develop together, and
what breaks down perhaps when we focus
on one and neglecting the others.
Mm-hmm.
So this goes back to my dissertation,
and I will skip the whole
dissertation, but the idea was I
was looking for ways to increase
intellectual capacity in children.
And I interviewed a bunch of
principals and I said, "What
is it about your schoolâ¦"
These are high performing schools.
And I said, "What is it about your
school that allows for this tremendous
growth intellectually in children?"
And they talked a little bit about
curriculum and, you know, the way they
work their intellectual capacity, but most
of what they talked about is the family
style feel of the culture of the school,
the social connectedness, the way their
communities were built They talked about
how emotions are taught to be regulated.
They talked about how they go about making
sure that behaviors are always redirected
towards the core values of the school,
and how important it is for kids to be
outside in nature, recess, plenty of time.
And so when I went back to my dissertation
and I started to do the studies, the
metadata, um, I started looking for,
okay, what level of impact does, uh,
connectedness have on, uh, intellect?
What level of emotional
regulation ha- is on intellect?
And all of a sudden you started seeing
these if, if an s- institution has a
higher level of connectedness, it's
like an 11% increase to intellect.
If they are able to be emotionally
regulated, that's a 7%.
If your behaviors are less than
this, a certain level of regular
discipline, then you get like
an eight-point improvement toâ¦
And, and I'm like, "Okay."
I- it's all correlated.
There's no study that
says these are causal.
But because the correlations
were so strong and statistically
significant, I was like, "Okay, we,
we've been thinking about education
the wrong way for a long time."
So as part of my work as a head of school,
when a child is struggling in math, the
first question we do is we sit down and we
say, "Okay, tell me about his friendships.
Does this child have friends?
How does he react to math?
How does he believe that heâ¦
Is he, does he feel like successful
at math or does it give him stress?
Um, is he doing his own homework or
is he cheating off his neighbor?"
These are all different
ways of looking at it.
Does he get enough sleep?
Does he get enough to eat?
Those physical markers.
I would say more often than not,
it was never a math problem.
It doesn't matter how much more math we
give that child, we have to solve the
other things going on in the child's
life And my son was a perfect example.
When he was in second grade, he
used to go sit on a buddy bench.
No one would come get him.
He was doing horribly in school.
The teacher, where's one
great teacher, she noticed it.
She talked to all the other teachers.
They found him some playmates,
and he did extremely well.
The problem wasn't the intellectual side,
it was he didn't feel like he had friends.
And I see this over and over in children.
You isolate a child, they don't
see the purpose of learning
math or English or science.
Um, so to me, this is why it's
critical, not that we put posters on
a wall and say, you know, "Hang in
there," with a cat hanging from a tree.
We have to do this intentionally.
It can't just be done like,
well, if it happens, great.
If it doesn't, great.
No, it has to be done.
And schools that do, I find
them incredibly successful.
Okay.
So if, if, if this has to be done, I'm a
leader listening and I agree What evidence
should I look for to determine whether my
district is actually developing all five,
not just assuming that we, that we are?
Yeah, it sounds like a daunting task.
Um, but I talk about something in my
book, uh, called, uh, Fractal Growth,
and there's also another great book
out there called Atomic Habits.
It means that small repeated patterns
develop into very large frameworks.
So don't try to go into your schools,
or if you're a parent, don't try to
upend your family's life and say,
"No more technology, no moreâ¦"
Start with something small.
"Okay, today we're going to
look at the amount of outside
time these children are getting.
I could teach this in my classroom,
but I'm gonna take the kids
outside, and we're gonna sit
under a tree, and we're gonnaâ¦"
Because we know that the physical
outside environment improves something.
Maybe it starts as one day a month,
but you have three or four teachers
that do it, and all of a sudden
their child- the children physically
become a little more healthy.
Um, or when a child, like when we're
addressing behavior at the school, um,
the first statement that we say when a
child does something that they shouldn't
do, let's say they say something mean
to a friend, we don't say, "Johnny,
I can't believe you said that."
The first thing we say is, "Johnny, I
know you want to be good friends with
the other children, and here at school,
here at Valley, we do things this way.
We are kind, we're respectful.
Do you know what that means?"
And usually you get the head ni- nod.
"All right, this is what I witnessed."
We don't let them off the hook.
We say, "Okay, what I
heard you say was this.
Was that kind?
Was that nice?"
You make them own what they've done, and
then you say, "I'm here to support you.
If you're feeling this way, you can
always come talk to me, but now I want
you to go have a seat for a second,
and I want you to think about what
you could do differently the next
time, and then come back and tell me."
It puts the onus back on the
child to do what's right.
Those are the small things.
Those are theâ¦
There's resources out there, um,
that we spend time as a collective,
as a school each year trying to
improve, but it's not just intellect.
It has more to do with
Virtueness, integrity.
Uh, outside, um, uh, my eighth graders
probably get more recess than many
kindergartners across the country
because we know how important it is.
Uh, emotionally, we challenge these kids.
Our expert- expectations are very
high, and we provide them tons of
support, so to help them get there.
It is possible.
I understand that our system in
private education is different than
the public education, and I do feel
like it's not a teacher problem.
It never has been.
It is a focus on the just those two
elements of what makes a good school, and
I'm sorry, I think we just need to get
back to we're raising humans, not little
calculators and not little essay writers.
Sure.
So the book is called "Emergence."
Well, we'll kind of end on this here.
What does that mean?
The emergence of what?
And what role do you s- think AI could
play in helping emergence happen?
Yeah, AI is an incredibly powerful
tool, so it can certainly help, and
I'll explain that in more detail.
But when I mean emergence, I mean,
and this is not easy to do, and very
rarely does a person achieve all
five of these at the highest level.
Uh, but when you talk about
intellectual growth, it's maximizing
your own intellectual capacity.
I was a struggling student growing up.
I took a psychology class and a
neuroscience class, and it completely
changed w- how I understand- understood
learning as a whole, and I've been on a
quest to better myself intellectually.
Um, my favorite was I had a second
grade teacher who I spent two years
with 'cause I couldn't read, and
when I got my, uh, EdD, my doctorate,
she wrote me on Facebook and said,
"What in the world happened to you?"
And I said, "It was the
second year with you, Mrs.
Sardi, that's what changed
the, turned the tide."
But now imagine that socially.
So if you are somebody who's an
introvert, it's gonna be a longer
road, but it doesn't mean you can't
grow to your highest capacity.
And it's not about being the most
talkative person, the most extroverted,
but you, when you develop yourself
socially, you become a leader
and you develop social capital.
Other people rely on you.
When you develop yourselves emotionally,
you become, you develop this stoicism
where you control your emotions, which
keeps you regulated, which means all
other intelligences function more deeply.
You're seen as a person of virtue
and integrity, and then you're your
healthiest self that you can possibly be.
I, I think that's a pretty
good place to be in life.
If you're able to accomplish those
five things, you're gonna do well
because you're going to be skilled.
No matter what situation you're
in or environment you're in,
you're going to find success.
That's a long road.
Takes a lifetime of a journey,
but it's worth pursuing.
AI can help you develop those skills
faster if you don't give in to the
lure of it doing it for you and say,
"I'm going to use this powerful tool to
improve myself to my maximum capacity."
So if I'm struggling with a friend
and I put it into AI and it gives me
some suggestions, and then I'm more
adept at working with that person, yes,
that's exactly how AI can help you.
If you say, "Write my essay," or, "Help me
draft something mean to this person so I
can be clever online," okay, then you're
using it to the detriment of yourself.
I think the emergence to me is finding
a way to move us from where we are
currently, our current education system,
and pushing us to a next level of a,
this next level of human development,
and AI can be a huge plus there.
Thanks for joining us on Education Talk
Radio, a part of the B Podcast Network.
If there's a topic you'd like us to
tackle or have a guest idea, send me
a message at dciceroedutalk@gmail.com.
Thanks for listening, and
we'll see you next time.