What the AI Moment Means for Good Teaching

Session A: How or when might AI serve the purpose of education?

We start with first principles: how our personal and institutional teaching philosophies shape what we believe school is for, and how that sense of purpose in turn shapes how we see AI. The session offers frameworks and reflective prompts for surfacing those underlying commitments, then narrows toward the concrete choices teachers make in their own classrooms.

Session B: Where did AI come from, how does it actually work, what is it now, and where is it going?

This session builds enough of a working understanding of what AI is and how it operates that teachers can reason about it rather than guess. It combines a grounding in the technology's current and projected arcs with frameworks for thinking about how any new technology settles into a society, closing on where teachers see pedagogical possibility.

Session C: How do we move past the binary of "AI is bad" or "AI is good" to see what these tools can really do, and how that might or might not serve teaching and learning?

Here we look at the distinctive shape of machine capability and where its strengths and blind spots actually lie. The session gives teachers a more precise vocabulary for matching what these tools, and technology more generally, can do to support teaching and learning.

Session D: How can our teaching and learning in an AI world deepen our commitment to what makes us human?

As machines take on more, they place human capacities into sharper relief. This session explores the traits and forms of meaning that technology exposes as distinctly ours, drawing on frameworks for creativity, relationship, and trust, and asks how our teaching might lean more fully into them.

Session E: How can we engage ourselves and our students with AI responsibly?

We close by building ethical literacy: understanding AI's real effects on people and the world. The session surveys the landscape of concerns and gives teachers a structured way to weigh them across the individual, institutional, and societal levels, and to decide where the greatest responsibility sits.