Dr. Sheldon Eakins [00:00:00]:
Welcome advocates to another episode of the Leading Equity podcast, a podcast that focuses on supporting educators with the tools and resources necessary to ensure equity at their schools. Today's special guest is Michelle Singh. So without further ado, Michelle, thank you so much for joining us today.

Michelle Singh [00:00:15]:
Well, you're very welcome. Happy to be here to share and to learn.

Dr. Sheldon Eakins [00:00:20]:
Yeah. Yeah. Yeah. Well, pleasure is always mine. I'm excited for today's conversation. We're gonna talk about AI. But before we get started, I'd love for you to share a little bit about yourself and what you currently do.

Michelle Singh [00:00:30]:
Absolutely. So I am Michelle Singh. I live in Miami, Florida, USA. I'm a twenty plus year educator, spent fifteen years in the second most largest school district in The USA, and now I am the CEO of LCTE Learning Solutions. I focus on professional learning experiences for educators from emerging educators all the way to seasoned educators, we target three things in our company and in our training. Number one is how to create inclusive teaching and learning spaces for not just our students of color, but also for the teachers themselves. Number two is how to protect your well-being as an educator and leader. And number three is how to be in the spirit of excellence by embracing innovation and experimentation in the work that we do to serve the people that we in all of our capacities.

Dr. Sheldon Eakins [00:01:29]:
Alright. Well, I love it. And I think we're gonna kinda touch on that third branch there because AI is here. I've had so many teachers that say, oh, I can't stand chat g p t. All my apps are here coming, like, the student work. I know it's not them. A lot of folks want to, you know, get rid of it. But I went to a conference and they said it's here to stay.

Dr. Sheldon Eakins [00:01:51]:
It's not going anywhere. It's going to continue to evolve and it's going to get better and better. It is something that's going to be here and sticking around. I want to talk about AI from an equitable lens, and I wanna throw out my first question to you in regards to how do we use AI? And I'm not gonna limit it to chat g p t Yeah. Because that's, you know, stuff that most people have heard of at least by now. But just in general, what are some ways that we can utilize AI from an equitable lens?

Michelle Singh [00:02:17]:
That's the question that we have to ask first. Are we using AI to amplify equity, or are we using AI to unintentionally reinforce biases, implicit biases that we want to dismantle. So that's the first question that we we we just wanna pose to ourselves as leaders in education, as teachers in the classroom with students. We know that the you know, our our k 12 system is becoming increasingly diverse. Over 50% of our student population are black and brown students. So how are we using AI to amplify equity? More so amplify inclusion. When we talk about diversity, equity, and inclusion, we know that inclusion is the highest level. Diversity is just representation.

Michelle Singh [00:03:07]:
Equity relates to how we're using resources for our students, all kinds of students to have access. And then inclusion is when it's embedded in the system and the practices so that if they get rid of DE and I, it's still there.

Dr. Sheldon Eakins [00:03:22]:
So so what I'm hearing is we need to start with ourselves. Like, are we utilizing AI for the right reasons? Is is that kinda where what I heard initially with your response?

Michelle Singh [00:03:33]:
Yeah. Yeah. How are we how do we want to use it? We have to ask ourselves, how are we planning to use it to amplify equity and inclusion? We have to ask ourselves that first. So are we going to use it to, you know, to do what with with our lesson plans? So when we when we're using it, let let's say, as as an assistant for for some of our tasks to to provide help us provide feedback and to generate a rubric and to you know, how are we using it to amplify equity?

Dr. Sheldon Eakins [00:04:05]:
Gotcha. Alright. Let's give me some examples. Like, what what would that what could that look like? You said a rubric, maybe lesson plans. Give me some examples of how we could utilize it from an equitable stance.

Michelle Singh [00:04:15]:
You can have it create images that represent the diverse students in your classroom. You can use AI to, reframe your lesson plan so that includes, you know, instructional activities that align with the various learning preferences of your students. You can use it to break down your standard so that it's in language for all learners, e l students, and students with disabilities. So it's on a level that they can understand how they can get to mastery of that standard. You can use it with assessment, how to create assessments that are not just a multiple choice test. How to create, like, project based authentic types of assessments that give students voice and choice. How to even respond to to give you the the the words of encouragement as well as the words to, to help students grow in the feedback that you provide them. Like those are just some of the, the ways you can use them.

Michelle Singh [00:05:16]:
You can also use them to come up with higher order thinking questions, those, those open ended questions, those essential questions to help your students, you know, develop those critical thinking skills.

Dr. Sheldon Eakins [00:05:27]:
So what I'm hearing is intentionality. Oh. We we we have to we have to want to like like you said in the beginning. These are things that we have to want to do. We had to be intentional. So give me a prompt. So if I'm a I'm I'm just assuming that somebody in this audience is listening to this. Maybe they are still on the fence whether or not they should use chat g p t or some sort of AI.

Dr. Sheldon Eakins [00:05:47]:
Give me an example of a prompt that a a teacher could utilize that kinda speaks to what you're saying?

Michelle Singh [00:05:55]:
Alright. So I'm a forever English language arts teacher, secondary language arts teacher, so I'm gonna talk about an example for language arts. Right?

Dr. Sheldon Eakins [00:06:04]:
Yeah.

Michelle Singh [00:06:04]:
So we know the standards and the curriculum require us to teach certain texts, and those are there are certain things in our our textbooks that we are encouraged and sometimes required to teach. So let's say, for example, there's a text, like, let's say To Kill a Mockingbird. Right? Because that was a a text that I taught with my students in the ninth grade. How can we teach something that we are required to teach so that we don't reinforce stereotypes? We instead challenge them. So if I was teaching To Kill a Mockingbird to my students, and I wanted to come up with questions that did that, that that challenged the themes and the stereotypes that are a part of that text, what could I ask students? I can ask AI to to help me come up with questions that do just that. And it could help me come up with, you know, maybe an activity that the students could do, like coming up with an alternative ending to the story that, you know, that that puts the the the characters in in today's today's setting to better reflect, you know, the the the race and power dynamics and and and and justice in today's setting.

Dr. Sheldon Eakins [00:07:13]:
So this is the only thing. Right? Because that's a that's a popular or I would argue sometimes controversial text. Some schools that some schools say, no, we're not teaching this no more. Some schools have some people have different perspectives on it from a social justice lens. And it got me thinking I could see because I've come up these these conversations happened to me before where I have had teachers to say, hey. They use the n word, this text. Can I change it from the n word to African American? And I say absolutely not. Leave it as is, but I need you to take some time to maybe educate or explain to your students why that word is there and why it's inappropriate to utilize.

Dr. Sheldon Eakins [00:07:53]:
So I'm thinking so maybe an example also could be for an educator that doesn't feel comfortable with explaining, you know, I don't identify as black. I don't really understand. I don't agree with the n word. I not a word that I use, but I can put in the chat, hey. Yep. This text uses certain words, racial slurs. Could you provide me with some explanations to my eleventh grade class as to why we should not be utilized? Like, can you give me some historical context so that I can feel more confident in the classroom as I present this to the students?

Michelle Singh [00:08:27]:
Bingo. That is exactly it. Like, you can literally talk to a generative AI whether using Claude, chat, you know, whichever one. Right? Mhmm. Copilot, and you could talk to it as just like you're we're having a conversation. I am a language arts teacher, and we are reading this text, and I am a person of this persuasion, and I have to teach my students about this. Can you help me come up with some examples? Or can you help me come up with an explanation? And take it even a step further. Ask it to come up with examples of similar, you you know, similar terminologies that are used for the students who are in your classroom based on their diversity.

Michelle Singh [00:09:06]:
What can an an example of this be for a student who is from Japan or a student who who is from Kuwait if you have those students in your classroom to make it more relevant and practical?

Dr. Sheldon Eakins [00:09:17]:
Makes sense. Okay. Alright. So we're we're on the same page here. And then, of course, there's there's ways that you can even, you know, put in the prompts stuff like, like you said, alternative endings. Did you provide me with a project based learning that socially just from To Kill a Mockingbird? I mean, there's a lot of avenues that you can take just from utilizing this learning. Now I'm gonna throw this out to you, Michelle, because do you feel like it would be a good idea to allow students to utilize chat or some sort of AI generated with their responses. Because this is a controversial thing that I've had.

Dr. Sheldon Eakins [00:09:53]:
A lot of teachers say, no. I want it to come from them, directly. I don't want it to come from an AI format. So let's just say we're still having this conversation about AI and To Kill a Mockingbird is still the the subject. But would we encourage teachers to encourage maybe students to say, okay. I want a five page essay or I want a a picture, or I want something, so visual, whatever it might be, some sort of way that I can assess you. Should we allow teach students to to utilize AI as well?

Michelle Singh [00:10:26]:
Alright. So here here here's my my my question related to

Dr. Sheldon Eakins [00:10:30]:
that. Okay.

Michelle Singh [00:10:31]:
Do you want the students to be honest with you about whether or not they're using AI? Because what is the reality? They all use it. Students been cheating on assignments for homework. Right? If the fear is cheating, cheating has existed before AI. That's just been a part of the culture of education that's existed. Cheating has existed before AI. So why don't we equip the students with the the the the the proper ethics and the proper tools to use AI in an effective way. There's a quote that I've read that says students don't lack skills. They apply their skills differently, and it's our job to expand their toolkit.

Michelle Singh [00:11:09]:
So why not expand their toolkit by by by empowering them and encouraging them and equipping them to use AI? So if they do have to write that five paragraph essay and they do use AI to do it, why not allow them to show you how they've used AI to improve their writing. And this is what I actually share with teachers who have this very same fear. If your students are writing an essay and you want to make sure that it is their original work, and if they do use AI, they tell you that they use it, Give them a structure to show the phases in which they've used it. So here's the prompt that I asked AI. Here's my original response that I put into AI, what it gave me. Here's how I improved my writing, and here is why I think that writing that I submitted is stronger than my original. Like, have have them actually use it and show you how and why they've used it and the steps in which they have used it and submit that with the essay.

Dr. Sheldon Eakins [00:12:10]:
And how do we grade it? Do we still create a a rubric based off

Michelle Singh [00:12:13]:
Yeah. You can absolutely still create a rubric, a separate rubric. Of course, you're gonna have, you know, be be you know, because being a language arts teacher, I know we have our writing rubrics that are usually state mandated based on the, standards and our our state tests. So we can absolutely use those writing rubrics to judge and and assess the the final product, but we can create our own rubric to assess the process of them getting there.

Dr. Sheldon Eakins [00:12:39]:
I'm going to. I'll just get it. It it it comes up a lot. You know, it comes up a lot as far as we know AI is here. We know students are using AI. It's gonna happen. I mean, there's all kind of tricks these days. Now you can, like, you know, un un AI it.

Dr. Sheldon Eakins [00:12:52]:
We run it through another type of AI that makes it sound human. And so, like, sometimes it's just it's just the the detectors aren't reliable. It's because there's just so many different ways around it. So like you said, at the end of the day, students are gonna utilize it. So how do we utilize it to our advantage? And I like your process. Yeah. Yeah. That makes a lot of sense.

Michelle Singh [00:13:11]:
I have a daughter. My daughter's 21, and I would like to think of it like this. I my daughter comes and talks to me and my husband just about everything, and I'm not putting her business out in the street, street, but she'd be telling us everything. Sometimes even what her friends be doing, child. And I like that we have that kind of relationship, but it took work to get there. Right? You know, when she was in middle school, she wasn't doing that, but I would have liked her to do that. So I, I share that example because if our students are using AI and are cheating, why not make them feel comfortable enough to come to us and share the process with us by embracing AI ourselves and encouraging them and giving them a way to be open with us about it. And then even rewarding that.

Dr. Sheldon Eakins [00:13:56]:
Right. I'm with you. I'm with you. I'm on your side. So okay. Let's do this because another way that we can utilize AI is, like, personalized learning. So can you throw us some examples of what that could look like?

Michelle Singh [00:14:08]:
What personalized learning with AI can look like? Yeah. I mean okay. So let's talk about I'll I'll share this one example that it it it was a hit in the classroom when I when I used it. I was recertified for my national boards, and I was teaching a class. And so I actually used this in a classroom where I was talking about word choice and and the power of, you know, analogies. And so I wanted to come up with diverse examples in that classroom. There were a lot of, a lot of Hispanic females in that classroom, and I wanted to come up with an example that like really rang home, you know, when we were talking about the power of a metaphor. And so I asked AI to help me come up.

Michelle Singh [00:14:52]:
I I describe specifically the students who were in my class, what I was doing with the lesson and asked it to come up with a metaphor for this particular audience. And the example that it came up with was spot on. It was the quinceanera was held in a majestic cathedral. It's echoing walls was a witness to generations of tradition. The fact that it used quinceanera and cathedral. Directly related to that group of students who were in that classroom, they could visualize that quinceanera. They could visualize that cathedral because that was their life experience. And so that's the power of using it to personalize learning where you can ask it to help you come up with examples.

Michelle Singh [00:15:37]:
And we know the power of analogies when we teach to make learning relevant, to make learning connected to our students, and we can use it to come up with with examples like that for our students.

Dr. Sheldon Eakins [00:15:47]:
Okay. Alright. So it was so even if you don't have necessarily, again, relatability, you don't necessarily have the same background as your students. There's ways that you can utilize AI for that personalized experience, but you do have to know a little bit about your students in order to know what to put into the prompts. Correct?

Michelle Singh [00:16:07]:
Yeah. Yeah. A %. You have to know who's sitting in your classroom. I mean, relationship building is, like, the foundation of teaching. Like, who who who are you teaching and what do you know about them? And so you can use that to your advantage to help you come up with you know, help you reframe your lesson plans and your activities so that they they they resonate, and they they speak to your students in a way that they're that's gonna make them more engaged. Absolutely.

Dr. Sheldon Eakins [00:16:33]:
Okay. Now I don't wanna lose my math folks listening to this. Oh, well, you know, here we go. And this this doesn't apply. This is for English, maybe history folks, maybe even science. Let's talk about how we can maybe use AI for math. What are some suggestion that you might have out there for Yeah.

Michelle Singh [00:16:52]:
I mean, so you're teaching, you know, you're you're teaching quadratic equations or whatever the math skills are. You can use it to come up with engagement activities so that you can incorporate collaborative experiences in your in your classroom. Let's say you want the students to connect with people of color who are a part of your field in math or science and you just can't think of it off the top of your head, you can use AI to come up with profiles and have students explore those profiles so they could see people who look like them in that field. You, so you, you, you know, those are just two ways that I'm coming up with off the top of my head, but that's, you know, the simply, it could be that.

Dr. Sheldon Eakins [00:17:34]:
So maybe typing in mathematicians of color

Michelle Singh [00:17:37]:
or, you know,

Dr. Sheldon Eakins [00:17:38]:
hidden figures, like all these, like, different things. It goes beyond a Google search because, yeah, you type it into Google, but you're you're you're gonna come up with a a million different things. You gotta sift through pages worth to find the right website, but you can put it in AI, especially if you get really targeted, really intentional with what you're looking for. Does that make sense? I'm thinking about, like like you said, like, let's say it's geometry class. I mean, you could you can come up with projects. Like, give me a project for our local neighborhood that Yeah. Could be related to geometry or could be related to calculus or whatever it might be. So now you can bring in projects.

Dr. Sheldon Eakins [00:18:14]:
Because I know some people will just say, oh, I'll just just change some I'll just create some some word problems, and and then that that's good enough to just put some ethnic sounding names in my word problems. And now I'm being you laughing, but that's the thing.

Michelle Singh [00:18:27]:
I know I know it exists. Listen. I know it exists.

Dr. Sheldon Eakins [00:18:31]:
Leroy and Lashawn, I have 10 apples. Like,

Michelle Singh [00:18:34]:
I You're performing you're performing diversity at that point. You're not doing that's it. You're just performing. But yeah. Yeah. It goes way beyond that. Like, I would I would speak to it the way that you would speak to an assistant or someone who you're trying to even a coach. I I'm teaching whatever the math skill is, and I wanna make it more relevant and meaningful to students in my class or ages whatever.

Michelle Singh [00:19:00]:
A lot of them come from backgrounds of blank. What activities can I do with them to make the learning stick? You could literally ask that in a prompt.

Dr. Sheldon Eakins [00:19:09]:
Love this. Okay. Now I've seen this before and and and I I know, like, we're humans. Right? And as humans, yes, our kids are humans as well. And sometimes we focus so much on the content, English, math, science, whatever it is. How can we use AI for maybe mental health support? Maybe we notice a student is is is having a hard day. Like, this is not their typical behavior, but I'm not a certified counselor or I'm not a cert certified whatever. What are some strategies that we can utilize AI to support outside of the content, but just on the human side? What are some suggestions you might have out there?

Michelle Singh [00:19:48]:
Well, first thing I'm gonna say, I always speak to a a professional.

Dr. Sheldon Eakins [00:19:52]:
Sure.

Michelle Singh [00:19:52]:
Yeah. Speak to a professional. However, understanding the function of AI and be when you tell it to play that role, you can say, in your role as or act as a counselor for high school or a licensed, you know, therapy. You could ask it to play that role and give you guidance. You can. And and explain the scenario and it and and tell it that you would like some ideas of how this can be addressed.

Dr. Sheldon Eakins [00:20:19]:
Okay. But always remember that we're not licensed and certified. This is just suggestions that it doesn't replace. Okay.

Michelle Singh [00:20:28]:
Can I can I share a personal example? Because I I have actually now I have a therapist, but when I'm not meeting with my therapist and I want to extend my my my my reflection, because I do a lot of written reflection, I will go to AI, and I will say act as my therapist, blah blah blah. Give me some guiding questions that I can reflect on for this problem, and it will give me questions that I will reflect on until I speak to my therapist again.

Dr. Sheldon Eakins [00:20:58]:
Okay. Thank you for sharing. Yeah. It's that's that's helpful to know. And, you know, again, I just think that there's just so many possibilities as far as strategies, some things. But, again, it really starts with us. It really starts with us being intentional in in our approach to these things. And, again, it doesn't like, if we're not certified, we're not experts in certain areas, they're helpful prompts, but it doesn't replace those who who are available.

Dr. Sheldon Eakins [00:21:21]:
So as I think about, like, maybe some rural schools that don't have all the necessary, like, school counselors or some other support staff, paraprofessionals.

Michelle Singh [00:21:31]:
Yeah.

Dr. Sheldon Eakins [00:21:31]:
You could probably put in some chat or I keep saying chat because that's what I use. But you can

Michelle Singh [00:21:36]:
put it

Dr. Sheldon Eakins [00:21:36]:
into AI as as ways to kinda get a little bit of supplementary support that you may not have available.

Michelle Singh [00:21:44]:
Yeah. Absolutely. You can definitely get a start, get some ideas. You can. If those resources are not I know lots of schools don't have librarians or or media specialists and counselors and cap advisers. And, yeah, AI could be your your resource that you can tap into because you don't have that physical person there.

Dr. Sheldon Eakins [00:22:02]:
I love this. Okay. What warnings maybe is the question I should ask. What warnings

Michelle Singh [00:22:06]:
Yeah. Oh, I'm glad you asked.

Dr. Sheldon Eakins [00:22:08]:
Have out there that because, yeah, this sounds all great. And, you know, just

Michelle Singh [00:22:11]:
just throw

Dr. Sheldon Eakins [00:22:12]:
it in the in the AI, and we'll we'll be good to go. What warnings can you give out to educators out there?

Michelle Singh [00:22:17]:
Yeah. We have to check and double check because we could put something in there, ask a question, and it gives us wrong information. Like, it happens all the time. You have like, I've asked it, you know, quotes related to a topic I'm teaching, and it gives me quotes. And I look up and I double check it because I look the quote up on Google just to make sure.

Dr. Sheldon Eakins [00:22:36]:
Yeah.

Michelle Singh [00:22:36]:
And it don't even exist for that person. Yeah. So you have to check and you have to do your due diligence and check and double check to make sure depending on, of course, the level of complexity of things that you're asking it to do. Right? But I will also say this, you know, know that AI is powerful. It's not perfect. Mhmm. It's learning from us. Meaning it's learning from the whole world, like all the data and all the history and and everything that's that's been, you know, that's online that all of that, that it's pulling from it's learning from it.

Michelle Singh [00:23:06]:
And that includes learning biases by these around race and gender and culture and, and lots of other things. So it is not perfect, yet it is powerful. So we always have to check and double check what it gives us. If we're asking for a simple example or an analogy, we don't need to check that. But if we're actually asking for things that are going to have greater, you know, purpose or impact, yeah, we need to we need to double check and triple check to make sure. It's gonna give us a a starting off point, but how we take that information and run with it is where our ethics come in. Yeah.

Dr. Sheldon Eakins [00:23:44]:
Yeah. Yeah. I'm glad you brought that up because it it actually happened to me one time. I asked for it to tell me who are some of the some researchers on a certain topic that I was looking at, and I was because I was trying to dig into it deeper, and it it pulled up a bunch of I mean, website links and citations, everything. And and they were names that I knew of that that were in that space. So I thought that they were legit, but like you said, I just like, you know what? Let me just let me just throw it in, like, Google Scholar and see if

Michelle Singh [00:24:12]:
it pops up. Absolutely.

Dr. Sheldon Eakins [00:24:14]:
And and it not like, it it's so it didn't pop up. So then I went back to the AI, and I was like, are these real sources? And they were like, no. They're I made them other fictional sources, but I you know? So I saw it. Okay. So now I know I need to be double checking things in case you take it as gold.

Michelle Singh [00:24:30]:
Yeah. Yeah. For sure. For sure. Here's I I'll I'll share this particular resource. I use, perplexity.com. If you haven't used perplexity.com, That one is specific to research. So I use it all the time.

Michelle Singh [00:24:44]:
If I ask something in in in Copilot chat, Claude, whatever, I'll go into Perplexity because that's a research platform, and it will actually give you the sources that it took the information from. So if you ask it to provide, you know, ask it a question, like, what are the what's the current data or what are the current trends related to the amount of counselors that are in public schools? It'll actually pull data and give it to you and and link the source that it came from. And I don't I in no way work for that company. I'm just sharing it because it is a tool that's been very useful for me.

Dr. Sheldon Eakins [00:25:17]:
Okay. Okay. Okay. Okay. Alright. Well, we've touched on a lot of things in regards to, again, how to use AI to our advantage and even how to I don't know if allow students, but if that's the right term, but just invoking students.

Michelle Singh [00:25:34]:
I would say exposing. Right? Exposing.

Dr. Sheldon Eakins [00:25:36]:
Yeah. Yeah. I like that. Okay. Students as well. We also talked about some of the caveats out there and some ways that we can utilize and what some examples look like. Are there any other areas in regards to AI that we haven't touched on that you wanna add to the conversation?

Michelle Singh [00:25:51]:
I would think about how I might be using and modeling and, encouraging, like, that culture of experimentation with technology and AI and see how I'm doing that because that's gonna impact the way that teachers either grab hold of it or not, and and the way that students are going to be willing to share how they're using it in in the classroom because they they are, but they just not telling us. Right? And so I would I would I would just encourage everyone to kinda embrace that, I, the idea of creating that culture of experimentation, because in that culture of experimentation, it's about, it's about embracing the innovation with the technology, and it's also about embracing failure with it. And it's also about celebrating the small wins that come with it and also addressing the fears that come with it. Like, I don't know how to use it. Like, there's so many tools out there. Which one do I use? And so just embrace that culture of experimentation when it comes to the the technology.

Dr. Sheldon Eakins [00:26:57]:
Embracing it, being open to it as well, accepting that it is here. As you mentioned, school leaders, I just thought about, like, you know, sometimes we have our school handbooks and a lot of the policies, a lot of the things that we have in place have been around for years and years and years and just throwing, like, copy and pasting sections of your discipline policy or your dress code policy and and asking the prompts, you know, hey. Here's my here's our policy on absenteeism or whatever it is. Truancy. And you check to see if this might impact certain groups of students or if this could be biased. These are some things that we can do to you know, what is Maya Angel said, if you know better, do better.

Michelle Singh [00:27:36]:
Yeah. Yeah.

Dr. Sheldon Eakins [00:27:37]:
If if you you find some examples of some areas for growth, like, maybe your dress code is heavily biased against the girls or maybe your discipline practices are heavily biased against our black and brown. Like, you you can run those chat those those prompts and and see that and see there's some areas for growth.

Michelle Singh [00:27:56]:
Absolutely. You can upload actual PDFs and files in chat in chat g t GPT or the other tools in in in, Copilot. You can ask it to identify trends. You can ask it to, you know, evaluate, like, you know, statistics and come up with data. You can even plug in data. Like, here's what the current research says about

Dr. Sheldon Eakins [00:28:16]:
Yeah.

Michelle Singh [00:28:17]:
Culturally responsive discipline practices. How can I align my school practices so that it is more culturally responsive and and sustainable? Right? You can act yes. It's it's lots of opportunities for for growth and improvement when it comes to AI, and it makes the process easier. It really does. Like, if you can have the the tool do the analysis for you and tell it what you want it to do and it gives you some ideas, you can run with that.

Dr. Sheldon Eakins [00:28:44]:
Yeah. I did a climate survey for my school, and I asked the staff certain questions about, you know, how they, you know, how how they were experiencing as as employees. And then I uploaded the spreadsheet into the prompt the the chat and asked it to analyze the data for me. And so that was helpful for for kind of figuring out, okay, what are some next steps and things to do going forward. So there's just so many possibilities. Alright.

Michelle Singh [00:29:11]:
Yeah.

Dr. Sheldon Eakins [00:29:11]:
Let's do this. I I have learned a lot, and I've thoroughly enjoyed this conversation, Michelle. And I'm sure we could probably talk about AI for for another hour or two, just kind of digging into more things that are available to unpack. But I'd love for you to kind of close this out with any final words of advice that you want to provide to our listeners.

Michelle Singh [00:29:29]:
I'm gonna go back to something that I said earlier, if that's okay. AI is a super powerful tool, but it is not perfect. We have to be intentional about how we use it. We have to be specific about how we use it, and we have to be culturally responsive in the way that we use it.

Dr. Sheldon Eakins [00:29:50]:
Absolutely. Culturally responsive. If we have some folks that wanna connect with you, what's the best way to reach you online?

Michelle Singh [00:29:55]:
Online, you can visit www.lctelearning.com. That's my website, lctelearning.com. I'll be happy to chat with you and talk about how we could bring AI to your school, your organization. Exactly. Yes.

Dr. Sheldon Eakins [00:30:11]:
Sounds good. Well, Michelle, it has truly been a pleasure. I appreciate your time. Thank you so

Michelle Singh [00:30:15]:
much. Thank you for having me. Bye.

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