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We’re seeing a broad spectrum of responses to the rapidly growing interest in ChatGPT. On one end, are educators ignoring this technology as just another fleeting education trend. On the flip side are educators who see ChatGPT and generative artificial intelligence as a transformative technology that may take us into an age of “super teachers.” In this discussion, we try to fine-tune our expectations about how this technology is impacting education and how best to respond.

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Dr. Patrick Blessinger is an adjunct associate professor of education at St. John’s University, an K-12 educator with the New York State Education Department, and chief research scientist of the International Higher Education Teaching and Learning Association (in consultative status with the United Nations). Dr. Blessinger is the editor and author of many books and articles and he is an educational​ ​policy analyst and contributing writer with UNESCO’s Inclusive Policy Lab, University World News, The Hechinger Report, The Guardian, and Higher Education Tomorrow, among others. Dr. Blessinger teaches courses in education, leadership, and research methods, he serves on doctoral dissertation committees and on accreditation certification committees for various universities and schools.

Shawn Thomas is in her 25th year of teaching in the largest county in Georgia. She has taught Kindergarten, Second and Third Grade, and ESOL (English to Speakers of Other Languages) K-5 and coaches new teachers. Shawn also hosts the We Just Want To Teach podcast and is a past co-host of the Edchat podcast.

Dan Jones earned a BS in Middle Grades Education from Ashland University and a Master’s Degree in Curriculum and Instruction from American College of Education. Dan is an FLGI Master Teacher whose professional interests include e-learning and technology, as well as Project-Based Learning. He is the author of Flipped 3.0 Project Based Learning: An Insanely Simple Guide and the host of the What Works podcast.

We’re discovering that to get the most out of ChatGPT, we must learn how to talk to it. Educators have found that mastering this skill produces powerful teaching resources in a fraction of the time and effort. Join us as we walk through how to create the most effective ChatGPT prompts to meet your specific teaching objectives.

Follow on Twitter: @JamesBrauer @ ClassTechTips @jmattmiller @bamradionetwork @jonHarper70bd

Nathan Hunter is a senior trainer and instructional designer who has spent the past decade helping NGOs build leadership and soft skills, and the past 5 years in SaaS companies making technical training more interactive and engaging. As a tech enthusiast, he enjoys diving into virtual reality and keeping up with the latest AI trends. Nathan is the author of The Art of Prompt Engineering with chatGPT: A Hands-On Guide.

Dr. Monica Burns is the author of Tasks Before Apps: Designing Rigorous Learning in a Tech-Rich Classroom (ASCD). She is a curriculum and educational technology consultant, Apple Distinguished Educator, and founder of ClassTechTips.com.

Matt Miller spent more than a decade in the classroom, creating unique learning experiences for my students through technology and creative teaching. He is the author of Ditch That Textbook on innovative teaching ideas and rethinking education. He is a Google-Certified Innovator. and one of the top 10 influencers in educational technology and elearning worldwide.

A new survey of 1,000 teachers turns the narrative about how teachers are responding to ChatGPT on its head. The results suggest that most educators have shifted their initial view of ChatGPT and generative AI and are now using the tool in their classrooms

Follow on Twitter: @JamesBrauer @bamradionetwork @jonHarper70bd @romydrucker @nhsdwelch @WaltonFamilyFdn @CRPatterson1

Romy Drucker is the director of the Walton Family Foundation’s K-12 Education Program, which focuses on supporting communities and families to ensure students thrive academically and socially and find their unique path to the careers and lives they choose. Even before working at the foundation, Romy spent 15 years working to achieve the organization’s goals. In 2015, Romy founded The 74, an award-winning nonprofit news organization focused on education. She also held several senior leadership positions in the New York City Department of Education, improving the quality of education for the city’s 1.1 million students. Romy graduated cum laude from Yale College with a B.A. in Literature and Spanish language; she earned her M.B.A. from Harvard Business School.

Joe Welch is a National Board for Professional Teaching Standards Certified Teacher who teaches eighth-grade U.S. history at North Hills Middle School in Pittsburgh, Pennsylvania. He has taught within the North Hills School District for 15 years, previously serving as seventh and eighth-grade team leader for over ten years. Welch holds a Bachelor of Science in secondary education, Bachelor of Arts in history, and Instructional Technology Specialist Certification from Duquesne University. He earned a Master of Arts in Teaching from the California University of Pennsylvania, where he also earned his Pennsylvania principal certification. He was honored as National History Teacher of the Year by the Gilder Lehrman Institute of American History.

There are so many essential questions about ChatGPT beyond concerns about students cheating. Today we begin asking those next-level questions about how ChatGPT could impact the future of learning, teaching, and schooling. Join us as we marry imagination, history, and data to see more clearly where ChatGPT may lead us.

Follow on Twitter: @JamesBrauer @bamradionetwork @jonHarper70bd.

Dr. John Nesbit is a professor at Simon Fraser University where he teaches and researches educational psychology and the learning sciences. With colleagues, he has conducted meta-analyses on topics such as intelligent tutoring,g tutoring systems, concept mapping, and self-explanation. His most research examines the application of argument visualization in postsecondary education and just-in-time guidance in simulation-based learning.

Why is teaching still so exhausting after more than two and half years of concentrated attention on teacher wellbeing? Despite the strategies and well-intended efforts, many teachers report being more emotionally and physically tired than ever. Our guests identify the often overlooked reasons and discuss why they are excited about two promising solutions.

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Benjamin White is a teacher, writer, and researcher currently working as Assistant Head at Maidstone Girls’ Grammar School in Kent, England. He recently co-authored ‘The Next Big Thing in Education’ with Professor Becky Allen and Matthew Evans. Ben has a particular interest in teaching practice and its relationship with shifting policies, fads and educational research. He has written research guides for Ambition Institute and led research projects for the Education Endowment Foundation, Ashford Teaching Alliance and the Department for Education. He also developed Compare and Learn (a comparative learning web-app). He holds a Masters in Education and professional studies and currently facilitates the National Professional Qualification in Leading Teacher Development.

Dr. Monica Burns is the author of Tasks Before Apps: Designing Rigorous Learning in a Tech-Rich Classroom (ASCD). She is a curriculum and educational technology consultant, Apple Distinguished Educator, and founder of ClassTechTips.com.

Matt Miller spent more than a decade in the classroom, creating unique learning experiences for my students through technology and creative teaching. He is the author of Ditch That Textbook on innovative teaching ideas and rethinking education. He is a Google-Certified Innovator. and one of the top 10 influencers in educational technology and elearning worldwide.