Professor Mark Brackett discusses a new framework for helping students manage their emotions. He explores the roles of emotional regulation and intelligence, showing how educators benefit from understanding and teaching these concepts. He explains the difference between emotions, feelings, and moods, and how personality traits influence emotional responses. The discussion also touches on the impact of AI on emotional skills, the importance of early education in developing emotional intelligence, and practical strategies for emotional regulation. Follow on X: @marcbrackett @sparvell @jonHarper70bd @bamradionetwork Resources: Dealing with Feeling – Marc Brackett | http://aka.ms/SEL Marc Brackett, Ph.D., is the founding director of the Yale Center for Emotional Intelligence and a professor in the Child Study Center at Yale University. His research focuses on the role of emotional intelligence in learning, decision making, creativity, relationships, health, and performance. He has published over 150 scholarly articles, received numerous awards, and is featured regularly in popular media outlets such as the New York Times, Good Morning America, CBS This Morning, and The Today Show. Marc serves on a number of boards, including the Collaborative for Academic, Social, and Emotional Learning (CASEL), the nonprofit that founded the field of social and emotional learning (SEL). Marc also consults regularly with corporations, including Facebook, General Electric, Google, Microsoft, and Pinterest, on integrating emotional intelligence principles into employee training and product design, and is co-founder of Oji Life Lab, a digital emotional intelligence learning system for businesses. Marc is the author of Permission to Feel: Unlocking the Power of Emotions to Help our Kids, Ourselves, and our Society Thrive, published by Celadon (Macmillan), which is being translated into 15 languages. His new book is Dealing with Feeling.

In this conversation, Mark Sparvelle and Professor Dr. Michael Gerlich discuss the impact of AI on critical thinking and cognitive processes. They explore the concept of cognitive offloading, where individuals rely on AI for decision-making, potentially diminishing their ability to think critically. The discussion highlights the importance of fostering critical thinking in education, the convenience of generative AI, and the need for a balance between efficiency and human skills in the age of AI. Gerlich emphasizes the necessity of training future generations to avoid the confidence trap, where individuals with lower self-confidence are more likely to trust AI outputs without scrutiny. Prof. Dr. Michael Gerlich, Ph.D., MBA (University of Cambridge) is the Head of Center for Strategic Corporate Foresight and Sustainability / Head of Executive Education and Senior Faculty at SBS Swiss Business School. Besides, his responsibility as Head of Center for Strategic Corporate Foresight and Sustainability he leads the Executive Education Program of SBS. In addition, Prof. Dr. Gerlich teaches several business and management courses in our MBA, Master and Bachelor programs. Besides his teaching activities he supervises DBA students. For more than 25 years, he has worked as an adviser to the President and the Prime Minister of Kyrgyzstan, the Cabinet of Ministers in Uzbekistan and various Ministers for economic affairs in Azerbaijan, in addition to holding leading positions within GIZ / KfW (the German Development Bank) ,the International Finance Corporation and the private sector.

In this conversation, Jake Hoffman, a senior principal researcher at Microsoft, discusses the intersection of AI, cognition, and education. He explores how machine learning has evolved, the importance of augmenting human cognition with AI tools, and the impact of these technologies on student learning and productivity. Key findings from research on AI’s role in education highlight the effectiveness of tutoring support and the significance of learning strategies that promote long-term retention. The conversation also delves into the productivity effects of generative AI and how these tools can enhance critical thinking and decision-making in educational settings. Follow on Twitter: @sparvell | @jonHarper70bd @MicrosoftEDU @bamradionetwork Related Resources: AI for education: Resources and learning opportunities Jake Hofman is a Senior Principal Researcher at Microsoft Research in New York City(opens in new tab), where his work in computational social science involves applications of statistics and machine learning to large-scale social data. Prior to joining Microsoft, he was a member of the Microeconomics and Social Systems group at Yahoo! Research. Jake is also an Adjunct Assistant Professor of Applied Mathematics at Columbia University, where he has designed and taught classes on a number of topics ranging from biological physics to applied machine learning. He holds a B.S. in Electrical Engineering from Boston University and a PhD in Physics from Columbia University.

We invited the creators of the five prominent models for teaching with technology to help us compare and contrast their features in the context of generative AI. Join us for a side-by-side exploration of SAMR, TPACK, and the Triple E technology integration frameworks and emerging frameworks, SETI and GenAI-U. In Part Two, we get a better understanding of where each model is best suited to bring generate AI into your class, course, or school district. Follow on Twitter:  @CFKurban @sparvell  @hcrompton @lkolb @punyamishra @jonHarper70bd @MicrosoftEDU @bamradionetwork Related Resources: The GenAI-U Framework  | The SETI Framework|  SAMR | TPACK | Triple-E | 21st century learning design – Training | Microsoft Learn | Hacking Gen AI in Education Dr. Punya Mishra (punyamishra.com) is the Associate Dean of Scholarship & Innovation at the Mary Lou Fulton Teachers College at Arizona State Univer ity.  He has an undergraduate degree in Electrical Engineering, two Masters in Visual Communication and Mass Communications, and a Ph.D. in Educational Psycho gy.  He co-developed the TPACK framework, which is described as “the most significant advancement in technology integration in the past 25 years.” Dr. Caroline Fell Kurban is the advisor to the Rector at MEF University. Caroline was the founding  Director of the Center of Research and Best Practices for Learning and Teaching (CELT) at MEF University. She also teaches in the Faculty of Education. She holds a BSc in Geology, an MSc in TESOL, an MA in Technology and Learning Design, and a PhD in Applied Linguistics. Fell Kurban is currently the head of the Global Terminology Project and the GenAI-U technology integration framework creator. Dr. Liz Kolb is a clinical professor at the University of Michigan. She is the author of several books, including Cell Phones in the Classroom and Help Your Child Learn with Cell Phones and Web 2.0. Kolb has been a featured and keynote speaker at conferences throughout the U.S. and Ca ada. She is the creator of the Triple E Framework for effective teaching with digital technologies, and she blogs at cellphonesinlearning.com. Dr. Puentedura is the Founder and President of Hippasus, a consulting practice focusing on transformative applications of information technologies to education. He has implemented these approaches for over thirty years at a range of K-20 institutions and health and arts organizations. He is the creator of the SAMR model for selecting, using, and evaluating technology in education, guiding multiple projects worldwide. Dr. Helen Crompton is the Executive Director of the Research Institute for Digital Innovation in Learning at ODUGlobal and Professor of Instructional Technology at Old Dominion University. Dr. Crompton earned her Ph.D. in educational technology and mathematics education from the University of North Carolina at Chapel ill. Dr. Crompton is recognized for her outstanding contributions and is on Stanford’s esteemed list of the world’s Top 2% of Scientists. She is the creator of the SETI framework. She frequently serves as a consultant for various governments and bilateral and multilateral organizations, such as the United Nations and the World Bank, on driving meaningful change in the field of educational technology.

For the first time, the creators of the SAMR, TPACK, and the Triple E technology integration frameworks met to discuss their widely adopted models and how they fit in the age of generative AI. They are joined by the creators of two emerging frameworks, SETI and Gen AI-U. In this series, we explore all five models, their differences, and where each best fits. Part one unpacks what these frameworks enable educators and school leaders to do. Together, the panel reveals why small and big thinking is required to teach effectively with Gen AI. Follow on Twitter: @CFKurban @sparvell @hcrompton @lkolb @punyamishra @jonHarper70bd @MicrosoftEDU @bamradionetwork Related Resources: The GenAI-U Framework | The SETI Framework| SAMR | TPACK | Triple-E | 21st century learning design – Training | Microsoft Learn | Hacking Gen AI in Education Dr. Punya Mishra (punyamishra.com) is Associate Dean of Scholarship & Innovation in the Mary Lou Fulton Teachers College at Arizona State Universit. He has an undergraduate degree in Electrical Engineering; two Masters degrees, in Visual Communication and Mass Communications; and a Ph.D. in Educational Psychology. He co-developed the TPACK framework, described as being “the most significant advancement in the area of technology integration in the past 25 years.” Dr. Caroline Fell Kurban is the advisor to the Rector at MEF University. Caroline was the founding Director of the Center of Research and Best Practices for Learning and Teaching (CELT) at MEF University. She also teaches on the Faculty of Education. She holds a BSc in Geology, MSc in TESOL, MA in Technology and Learning Design, and a PhD in Applied Linguistics. Fell Kurban is currently the head of the Global Terminology Project, and is the creator of the GenAI-U technology integration framework. Dr. Liz Kolb is a clinical professor at the University of Michigan. She is the author of several books, including Cell Phones in the Classroom and Help Your Child Learn with Cell Phones and Web 2.0. Kolb has been a featured and keynote speaker at conferences throughout the U.S. and Canada. She is the creator of the Triple E Framework for effective teaching with digital technologies, and she blogs at cellphonesinlearning.com. Dr. Puentedura is the Founder and President of Hippasus, a consulting practice focusing on transformative applications of information technologies to education. He has implemented these approaches for over thirty years at a range of K-20 institutions, health and arts organizations. He is the creator of the SAMR model for selecting, using, and evaluating technology in education, which guides the work of multiple projects worldwide. Dr. Helen Crompton is the Executive Director of the Research Institute for Digital Innovation in Learning at ODUGlobal, and Professor of Instructional Technology at Old Dominion University. Dr. Crompton earned her Ph.D. in educational technology and mathematics education from the University of North Carolina at Chapel Hill. Recognized for her outstanding contributions, Dr. Crompton is on Stanford’s esteemed list of the Top 2% of Scientists in the World. She is the creator of the SETI framework and frequently serves as a consultant for various governments and bilateral and multilateral organizations, such as the United Nations and the World Bank, on driving meaningful change in the field of educational technology.

Dr. Caroline Fell Kurban discusses her study of various educational technology integration frameworks and her current focus on integrating AI into higher education. The conversation explores the importance of a pedagogical approach that enhances student engagement and interaction with generative AI, the need for updated frameworks in technology integration, and the development of the GenAI-U framework tailored for AI education.  Dr. Fell Kurban shares insights on the evolving role of educators in navigating the challenges and opportunities Gen AI brings to the educational landscape. Dr. Caroline Fell Kurban is the advisor to the Rector at MEF University. Caroline previously held the position of Director of the Center of Research and Best Practices for Learning and Teaching (CELT) at MEF University. She also teaches on the Faculty of Education. She has taught, trained and managed in schools and universities in her twenty-year career. She holds a BSc in Geology, MSc in TESOL, MA in Technology and Learning Design, and a PhD in Applied Linguistics. Fell Kurban is currently the head of the Global Terminology Project, and a board member, and also the Chief Academic Officer for the Academy of Active Learning Arts and Sciences. She is also a peer reviewer for the journal Interactive Learning Environments.

Dr. Helen Crompton discusses effective technology integration in education and the limitations of existing models. She introduces the SETI framework, which emphasizes the importance of a shared responsibility for technology integration and considers the various factors that impact its effectiveness. The framework includes concentric circles representing the educator, the school environment, and the national context. Dr. Crompton highlights the need for policies, tech support, training, and access to technology tools to support effective integration. The SETI framework has been well-received by educators and school districts. Follow on Twitter: @sparvell @hcrompton @MicrosoftEDU @bamradionetwork @jonHarper70bd. Related Resources: The SETI Framework| 21st century learning design – Training | Microsoft Learn | Hacking Gen AI in Education Dr. Helen Crompton is the Executive Director of the Research Institute for Digital Innovation in Learning at ODUGlobal, and Professor of Instructional Technology at Old Dominion University. Dr. Crompton earned her Ph.D. in educational technology and mathematics education from the University of North Carolina at Chapel Hill. Recognized for her outstanding contributions, Dr. Crompton is on Stanford’s esteemed list of the Top 2% of Scientists in the World. Her exceptional work in technology integration has garnered her numerous accolades, including the SCHEV award for the Outstanding Professor of Virginia. Dr. Crompton’s expertise extends beyond academia to practice, as she frequently serves as a consultant for various governments, bilateral and multilateral organizations such as the United Nations and the World Bank, leveraging her knowledge and experience to drive meaningful change in the field of educational technology.

There are growing signs that conventional thinking about introducing technology into classrooms is shifting.  Some educators believe that established technology integration frameworks need to evolve to meet the unique features of generative AI.  At ISTE Live 24, we interviewed several technologists and school leaders to get a quick take on whether we're seeing a blip or an emerging trend. Follow on Twitter:   @sparvell @MicrosoftEDU @bamradionetwork @jonHarper70bd. Related Resources:  SAMR: Next Level | 21st century learning design - Training | Microsoft Learn | Hacking Gen AI in Education Random technologists and school leaders from the exhibit hall at ISTE Live 24. We spoke with a general education teacher, a stem teacher, a technology integration specialist, a Chief Technology Officer, and a Director of Innovation.

Some educators view the SAMR model for technology use in teaching as a “hill to climb” with the aim of getting to the top. The founder clarifies this misunderstanding and shares smart ways to use the model to suit your unique teaching needs in the age of generative AI. Follow on Twitter: @sparvell @MicrosoftEDU @bamradionetwork @jonHarper70bd. Related Resources: SAMR: Next Level | Reimagine Education | Microsoft Education Toolkit | Blindsided by AI @ ISTE Live 24 Dr. Puentedura is the Founder and President of Hippasus, a consulting practice focusing on transformative applications of information technologies to education. He has implemented these approaches for over thirty years at a range of K-20 institutions, health and arts organizations. He is the creator of the SAMR model for selecting, using, and evaluating technology in education, which guides the work of multiple projects worldwide. He is also the author of the EdTech Quintet, a categorization of the core technology toolset required for education. His current work explores new directions in antifragile design and emergent applications of AI tools in learning.

How applicable is the SAMR model for selecting, using, and evaluating Generative AI in education? Are any adaptations needed? If so, where and what? We checked in with the creator of SAMR for an update and learned how he is using and supplementing the framework in the age of Gen AI. Follow on Twitter: @sparvell @MicrosoftEDU @bamradionetwork @jonHarper70bd. Related Resources: SAMR: Next Level | Reimagine Education | Microsoft Education Toolkit | Blindsided by AI @ ISTE Live 24 Dr. Puentedura is the Founder and President of Hippasus, a consulting practice focusing on transformative applications of information technologies to education. He has implemented these approaches for over thirty years at a range of K-20 institutions, health and arts organizations. He is the creator of the SAMR model for selecting, using, and evaluating technology in education, which guides the work of multiple projects worldwide. He is also the author of the EdTech Quintet, a categorization of the core technology toolset required for education. His current work explores new directions in antifragile design and emergent applications of AI tools in learning.

John Hattie discusses the impact of technology in classrooms and the importance of collective efficacy in teaching. Hattie, author of Visible Learning, emphasizes the need for teachers to understand their students' learning processes and create a safe environment for them to express their struggles. He also highlights the potential of technology, particularly when used in pairs, to enhance learning. Hattie suggests that social media can be a powerful tool for students to discuss their learning difficulties. He also mentions the potential of AI chatbots in facilitating students' learning process. Follow on Twitter:   @sparvell @MicrosoftEDU @bamradionetwork @jonHarper70bd Related Resources:  Visible Learning: The Sequel  |  AI for education | Microsoft Learn Professor John Hattie is a researcher in education. His research interests include performance indicators, models of measurement and evaluation of teaching and learning. John Hattie became known to a wider public with his two books Visible Learning and Visible Learning for teachers. Visible Learning is a synthesis of more than 800 meta-studies covering more than 80 million students.  According to John Hattie Visible Learning is the result of 15 years of research about what works best for learning in schools. TES once called him “possibly the world’s most influential education academic”.

CoSN collaborated with school system leaders across the United States of America to create a generative AI readiness checklist. The guide covers the essential bases required to prepare for AI implementation, touching on executive leadership, operations, data, technical aspects, security, and legal readiness. The discussion covers promising possibilities for decreasing administrative load and the big pitfalls, including cybersecurity threats. The conversation also covers the importance of addressing equity and bias in AI use and the necessity for ongoing education about responsible AI usage for all members of the school community, preparing them for an AI-centric future. Follow on Twitter: @cosn @keithkrueger @sparvell @MicrosoftEDU @bamradionetwork @jonHarper70bd Related Resources: GAI Ready Checklist | AI for education | Microsoft Learn Keith R. Krueger is CEO of the Consortium for School Networking (CoSN), nonprofit professional association organization that serves as the voice of K-12 EdTech leaders in North America. CoSN’s mission is empowering educational leaders to leverage technology to realize engaging learning environments. He was selected by Ed Tech magazine for it’s 2021 K-12 IT influencers. In 2016 Technology & Learning selected him as one of the “big 10” most influential people in ed tech, and the Center for Digital Education identified him as a Top 30 Technologist/Transformer/Trailblazer. In 2008 he was selected by eSchool News as one of ten people who have had a profound impact on educational technology over the last decade. In 2016 he received a Special Recognition award from the Council of Great City Schools.

We connected with the Australian Department for Education for a behind-the-scenes look at their pilot program to introduce and scale generative AI across the school system. The insight-rich discussion provided granular details and vital specifics about how they approached the pilot, what worked, and why. This is a must-listen episode for any school leader seeking a field-tested roadmap that covers the bases, including security, getting teacher and student buy-in, and avoiding the most significant professional development mistakes. Follow On Twitter: @martinwestwell @edu_sagov @sparvell @MicrosoftEDU @bamradionetwork @Jonharper70bd RELATED RESOURCES: AI Guidance for Schools Toolkit SA schools to focus on the safe use of AI Advancing opportunities for AI in higher education | Microsoft EDU Martin Westwell was appointed Chief Executive of the Department for Education in April 2022, following a successful 4 years as Chief Executive of the SACE Board. Martin has worked extensively with education systems and other organizations in using evidence to inform policy, practice, innovation and impact in education. He was a Chief Investigator in the national Australian Research Council (ARC) Science of Learning Research Centre, and has worked with UNESCO using evidence to inform strategic planning of education in the Asia-Pacific region. In 2018, Martin received the prestigious Australian Council for Educational Leaders’ (ACEL) Gold Medal, awarded for the most outstanding contribution to the study and practice of educational administration and leadership. Martin completed his degree and PhD at Cambridge University and was a Research Fellow at Lincoln College, Oxford University in biological chemistry. Daniel Hughes is the Chief Information Officer at the Department for Education, South Australia. Daneil is Responsible for the provision and overarching management of ICT Service Delivery to the Department for Education corporate business divisions and the approximate 950 public schools and pre-schools across South Australia. He is additionally responsible for the formation and implementation of a departmental-wide ‘Digital Modernisation Strategy,’ which aims to deliver better outcomes for students, teachers, and corporate staff through the use and adoption of modern technology.

School leaders are guiding organizations through a historic moment in education — the first back-to-school term in the age of generative artificial intelligence. Administrators are exploring what is required to prepare schools and students to thrive in this new era — including the learning and unlearning needed to adapt. This discussion explores this new landscape and what we are learning about navigating it. Follow on Twitter: @sparvell @DLCMSavvy @WorldSavvy @MicrosoftEDU @bamradionetwork @jonharper70bd Related Resources: World Savvy Collaborating to bring AI innovation to education | Microsoft EDU Empower educators to explore the potential of artificial intelligence – Training | Microsoft Learn Dana Mortenson is the Co-founder and Chief Executive Officer of World Savvy, a national education nonprofit working to educate and engage youth as responsible global citizens. World Savvy supports change agents in K-12 education to create more inclusive, adaptive schools that ensure all young people can develop the skills and dispositions needed to thrive in a more diverse, interconnected world. World Savvy programs provide support at three critical levels to deeply integrate global competence into teaching, learning, and culture: student engagement, teacher capacity, and school and district leadership support. Since 2002 she has led the organization through significant national expansion, reaching more 800,000 students and nearly 7,000 teachers across 45 US states and 32 countries, from offices based in Minneapolis, San Francisco, and New York.

In an age of ambiguity and uncertainty, having a clear vision and understanding of what it takes to meet the moment is refreshing, encouraging, and empowering. This is especially true for school leaders preparing to lead staff through the first back-to-school season in the age of generative AI. The CEO of ISTE offers keen insight informed by a unique window on the education community. Follow on Twitter: @ISTEofficial @RCulatta @hyphenatic @shellthief @jonHarper70bd @MicrosoftEDU @bamradionetwork Related Resources: Emerging Practices Guides Exploring new opportunities with AI in education | Microsoft EDU Collaborating to bring AI innovation to education | Microsoft EDU Empower educators to explore the potential of artificial intelligence – Training | Microsoft Learn Richard E. Culatta is the CEO of the International Society for Technology in Education (ISTE) and ASCD. Prior to holding this position, he was the chief innovation officer for the state of Rhode Island and the director of the Office of Educational Technology for the U.S. Department of Education. Richard is the author of the new book, Digital for Good: Raising Kids to Thrive in an Online World.

We checked in with a school leader in the Loudon County School District who shared a wicked-smart approach to using education technology more efficiently and effectively. Follow on Twitter: @sparvell @LoudonCountyPD @Jonharper70bd @MicrosoftEDU @ISTEofficial #ISTElive23 @bamradionetwork #BacktoSchool2023 Related Resources: Emerging Practices Guides Exploring new opportunities with AI in education | Microsoft EDU Collaborating to bring AI innovation to education | Microsoft EDU Empower educators to explore the potential of artificial intelligence – Training | Microsoft Learn Jennifer Malone has worked as an educator in Tennessee for both elementary and middle schools for thirty-four years as a teacher, Vice-Principal, and Principal. In her current position since 2011, she serves as the Technology/Middle School Supervisor for the Loudon County Schools District Office. She is a Visionary Leader, Consensus Builder, and Highly Qualified Educator with an Educational Specialist Degree coupled with twenty years administrative experience at elementary, middle, and district levels. She has a proven track record of improving student achievement, securing resources, and implementing effective programs. Her background includes ten years as a classroom teacher and four years of private business experience.

We had an eye-opening discussion with a PLC coach about the tech tools her teachers and students can access but may be unaware of the features or how to use them. This is often the case with AI features that have long been available in classrooms. Follow on Twitter: @sparvell @bamradionetwork  @Jonharper70bd   @MicrosoftEDU @ISTEofficial  #ISTElive23 #BacktoSchool2023 Related Resources: Literacy Solutions Emerging Practices Guides Exploring new opportunities with AI in education | Microsoft EDU Empower educators to examine the potential of artificial intelligence – Training | Microsoft Learn Kimberly Livingston has been at Craigmont High School for nine years. She taught English I, II, and III at the school before becoming the PLC Coach four years ago.

The summer of AI series continues with a look at the need for education technologists and school leaders to collaborate, take necessary risks and prepare teachers and students for the future of generative AI. Follow on Twitter: @sparvell @bamradionetwork @Jonharper70bd @MicrosoftEDU @ISTEofficial #ISTElive23 #BacktoSchool2023 Related Resources: Emerging Practices Guides Exploring new opportunities with AI in education | Microsoft EDU Collaborating to bring AI innovation to education | Microsoft EDU Empower educators to explore the potential of artificial intelligence – Training | Microsoft Learn Kristen Nan has been an educator for 23 years, Kristen’s passion for building relationships with her students, colleagues, and community continues to ignite change for the better! Kristen has served as an emotional support teacher, learning support teacher, and classroom teacher from Pittsburgh, PA. With keeping a future-ready mindset at the forefront for every child, she has been recognized as an award-winning educator for innovative practices. In addition to her current role as a 3rd-grade teacher, you can connect with her interests and passion for blogging by visiting her website at www.kristennan.com. Kristen is co-author of the book, All In: Taking a Gamble in Education.

The summer of AI series continues with a look at the challenges, opportunities, and ethical considerations school leaders face as we shift from the pandemic era to the age of generative AI. What are school leaders thinking and doing to adapt? Follow on Twitter: @sparvell @AskAdam3 @bamradionetwork  @Jonharper70bd   @MicrosoftEDU @ISTEofficial  #ISTElive23 Related Resources: Emerging Practices Guides Dr. Adam Phyall is a former high school science teacher who recently served as the Director of Technology and Media Services for Newton County School System in Covington, GA. Since Adam got his first laptop in college, he has been hooked on the fantastic things that technology can add. Early in his teaching career, Adam began having students create videos and podcasts to explain advanced science concepts. Once Adam saw the impact that technology had on learning in his classroom, he began to share his activities and strategies with his peers. This led to Dr. Phyall working as a Building Instructional Technology Leader, later as a Technology Facilitator, and as the former Director of Technology & Media Services. Adam sits on the board of ASCD and ISTE. Since 2017 Dr. Phyall has worked as a Future Ready Schools as a Thought Leader and later as the Technology Leaders lead advisor. As a facilitator and panelist, Adam has supported Future Ready Schools at in-person and virtual events. Adam also co-hosts the Future Ready Schools’ “UnDisrupted” podcast with Carl Hooker. In their podcast, Adam and Carl break down many of the challenges that district-level leaders face each day.

New York City was one of the first school districts to block ChatGPT in its schools. The district reversed that decision, and now, schools in and around New York City are leaning into generative with ambitious plans. We joined the Summer of AI series by sitting down with a Brooklyn superintendent in a discussion on how he prioritizes what matters most as generative AI accelerates in education. Follow on Twitter: @sparvell  @bamradionetwork  @Jonharper70bd   @MicrosoftEDU @michaelprayor1 @ISTEofficial  #ISTElive23 Related Resources: Exploring new opportunities with AI in education | Microsoft EDU Collaborating to bring AI innovation to education | Microsoft EDU Michael Prayor started his career as a special education teacher and spent time as an assistant principal before becoming the principal of a Brooklyn High School. He was named the Superintendent of Brooklyn South in 2014. Michael has also dedicated his time to engaging with families and parent leaders, serving as the Superintendent liaison to the Citywide Council on High Schools.