​TheEarlier today, while returning home from regional support work, I listened to an episode of Jennifer Gonzalez’s Cult of Pedagogy podcast featuring Tony Frontier. In it, he discussed “Catch Them Learning: A Pathway to Academic Integrity in the Age of AI.” If you haven’t had a chance to listen, I highly recommend it. Frontier shares powerful insights from his soon-to-be-released book, AI With Intention: Principles and Action Steps for Teachers and School Leaders.

Having delivered many professional learning sessions over the past two years on artificial intelligence (AI) in schools, I’ve spent considerable time thinking about academic integrity and its evolving relationship with generative AI. When I survey classroom educators about AI, concerns about cheating consistently rise to the top. These concerns are valid and must be thoughtfully addressed when integrating AI tools in K–12 settings. I’m fortunate to work in North Carolina, the fourth state in the U.S. to issue AI guidelines supporting responsible use with students and educators.
The podcast, along with my own experiences and our state’s guidance, inspired me to share some reflections on AI, academic integrity, and the conditions that either discourage or unintentionally encourage cheating.


Reflecting on Integrity and Student Pressure

As a high school teacher for over sixteen years, I vividly remember the sting of discovering a student had cheated on an assignment. Early in my career, I took it personally—like a betrayal. Over time, however, I came to understand that these incidents weren’t always personal. More often, they were responses to pressure.

I spent most of my career at a competitive high school where students strove to attend top colleges. Many carried the weight of personal ambition alongside family expectations. That pressure often translated into stress, anxiety, and at times, poor decisions.

Looking back, I also had to reflect on my own role. I taught primarily chemistry and AP-level courses where the stakes were high. In retrospect, I contributed to a classroom culture that may have increased the likelihood of students considering shortcuts. While I emphasized mastery of key concepts—like balancing equations and stoichiometric conversions—the pressure to perform on summative assessments sometimes overshadowed that message.

I’m not excusing cheating—it’s still a choice students make—but I do recognize that the structure and emphasis of assessments can unintentionally create environments where students feel that cheating is the only option to keep up.
Pacing guides, testing schedules, and curricular demands often forced students to test before they had truly mastered the material. That misalignment between expectations and readiness is something we, as educators, must own and address.


Design Thinking: A Shift in Approach

Later in my career, I taught a Design Thinking course, and the experience was transformative—for my students and for me. Due to a restructuring of our school’s schedule, time constraints were lifted. We had space to build skills, iterate, and explore. Students identified problems they cared about and developed solutions through structured, yet flexible, inquiry.

In this environment, we eliminated many of the conditions that can lead to cheating. Time was no longer a constant pressure (though we still had deadlines). Students received individualized support to build the skills they needed. The learning was authentic, and the relevance was clear. Most importantly, we assessed students throughout the process—not just at the end.

This approach resonated with a key insight from the podcast: the importance of aligning formative assessments with summative ones. That alignment helped us avoid the common disconnect between what students are doing day-to-day and what they're ultimately evaluated on - the results.  Students were more engaged, more confident, and far less inclined to take shortcuts.


Moving Forward With Intention

Too often, we operate within systems that limit our ability to truly support student growth. Now, with AI in the mix, we must be even more intentional in how we design learning. AI should augment, not replace, the learning process.
We must build classroom environments that value learning, skill development, and critical thinking over performance for performance’s sake. Students need guidance on how to use AI appropriately and ethically. And educators need to model this, clearly outlining expectations and use cases for AI based on the learning goals of each assignment.

If we fail to design with intention, we risk allowing AI to mask gaps in understanding—producing a false sense of proficiency that ultimately shortchanges students.

Let’s use this moment to rethink how we assess learning, support skill-building, and foster environments of trust and integrity.


Stay tuned for Part II of this post in the coming weeks.

Disclaimer:  The original post was written by Brian Whitson and edited using Chat GPT.  The original blog was edited by Chat GPT to make it more concise for readers.  Changes incorporated reflect subtitles as well a stronger parallel between verb tenses and changes certain words.  All changes were reviewed and either accepted or edited to reflect the author's true voice.  The image above was also created by Chat GPT based on the blog post.
​

This post is difficult for me to write because it deeply impacts me and so many incredible people I love back home in Western North Carolina. I feel a deep sense of guilt posting this from the comfort of my home, having just come from a high school football game.. I am very fortunate. But so many people that I love are in pain, dismay, and confusion as Hurricane Helene has destroyed and disrupted their lives.

I was blessed to grow up on the county line between Yancey and Mitchell. I also have strong ties to neighboring Avery, McDowell, and Buncombe counties, where I was born. Western North Carolina is more than a place; it’s a spirit—resilient, independent, and collective. It’s a community where we’re stronger together, where survival and thriving depend on our willingness to support one another. These qualities will carry us through this disaster, bringing us back stronger and better. We are a people who have learned to depend on each other. It is precisely these qualities that will bring us back and make us stronger and better.

Tonight, we are hurting. Hurricane Helene brought unimaginable devastation, with torrential rains described as biblical. While much of the news focuses on Asheville and Buncombe County, it’s crucial to remember that many other communities in Western North Carolina also need support. We rise together, and we must ensure that no area—no matter its size or population—is overlooked in the rebuilding process.

In my home counties, the rivers overflowed, emptying into Northeast Tennessee after record rainfall—up to 30 inches in some places. This water didn’t just damage the land, roads, and homes; it tore at the heart of our community. My heart breaks for those still waiting to hear from family and friends, including some of my own relatives. Buildings that have stood for a lifetime are gone, leaving behind only memories. In time, I hope these memories bring us healing.
While the immediate focus is on rescue and recovery, we must remain just as dedicated in the months and years to come. Western North Carolina often flies under the radar, but now is not the time to forget our neighbors. We all have a role to play in this recovery—physically, emotionally, and mentally. No contribution is too small, and together, we can make a lasting impact.

We all can play a role in the recovery and no role is too small. While we may never know the true impact that we make, I know that your willingness to reach out and support those in need will make a difference. Consider what ways you can contribute to create a positive impact for Western North Carolina. It can be as simple as a daily prayer or donations.
​
To the people of Western North Carolina: you are seen, you are loved, and you will not be forgotten. The days ahead will be hard, but your spirit is stronger than the challenges you face. The world is watching, and we stand with you. You will rebuild, and you will rise.

Today was the first full day at #ISTE24 in Denver. The temperatures were hot, but the transformative learning and networking at the Colorado Convention Center were even hotter! Day 1 did not disappoint.
My day opened with several of my colleagues and myself attending the ISTE Certified Educators Appreciation Meeting. I cannot express my gratitude enough for the amazing work that Carmelita, Daisy, and others did to create a gathering with purpose and meaning. In talking with several other ISTE Certified Educators throughout the day, we all agreed that we felt authentically honored and recognized. Several of us were given our ISTE Certified plaques, and we all received amazing celebration gifts. While all these things were incredible, the intentional thought of creating a space for us to join as one in community was electrifying. This experience will definitely serve as an incredible memory for years to come, and I love that I was able to celebrate it with many amazing North Carolina educators. A big thank you to Dr. Ashley McBride, whose incredible vision of seeing North Carolina become a leader in ISTE Certified Educators is definitely paying dividends for the teachers and students in the Old North State.
Later in the morning, I had one of those remarkable experiences that will forever serve as a milestone in my career in public education. My extraordinary colleague, Meredith Ward Hill, and I shared a session called “Transforming Literacy Through STEAM.” In preparation for this session, we carried a suitcase full of children’s literature books and Makerspace materials halfway across the country to Denver. Meredith and I were extremely humbled to share this session but had no idea how it would go. This session was inspired with encouragement from Mrs. Leslie Pope in Craven County Schools, who is an incredible STEM and Literacy connector.
Meredith’s background in all things School Libraries and Media Center was critical in connecting the importance of literacy in this session. I was able to bring over 20 years of STEM educator experience to create a session that was plain and simple - SYNERGISTIC! This synergy, though, was created not just by Meredith and me, but by those who attended our session.
In over 25 years of public education, I have never seen a more robust group of educators come together and collaborate to solve a problem from a children’s literature book. Meredith and I were blown away by the mutual cooperation, sharing of ideas and resources, and transformational learning that our participants demonstrated. We had well over 80 educators from all over the world who were eager to learn, share, and grow. My teacher heart has NEVER been so proud to help facilitate a professional learning experience as this.
I learned so much from those in attendance. I am pretty certain that this group, if given time and resources, could solve many of the world’s problems. The way that these educators exhibited critical and creative thinking even blew my mind. Many of them used the limited Makerspace materials in new and innovative ways that I would never have imagined. One group used a puppy pad to create a “COLORADO-ISH” painting to show their “ISH” based on the book by Peter Reynolds. Other groups designed traps to capture Unicorns, Leprechauns, and Yetis.
As I reflect on both of these experiences, I am forever changed, much like the Grinch whose heart grew three sizes. I am always amazed at the power of educators to create experiences that transform others. Later in the day, I met two educators who work in Southern California with a nonprofit where they provide support to educators in Orange and Los Angeles counties. This group works on creating a community at select schools led by experienced mentors who coordinate small groups of fellows. They receive high-quality professional development throughout the year and provide ongoing coaching to ensure that these educators make a difference in their students' lives. There is definitely nothing more noble than this.
Day 1 of ISTE definitely did not disappoint. I am inspired and reminded why education is one of the best professions ever. I found so much joy in today’s experience, and I cannot express my gratitude enough to North Carolina’s Department of Public Instruction and our Office of Digital Teaching and Learning for supporting educators with high-quality professional learning experiences. Many of the ISTE attendees that I spoke with about what we are doing in North Carolina were really impressed by the support that DPI provides to our educators. One attendee shared, “I wish my state would do this. It would be nice to have these experiences so we could grow and help our students like North Carolina does.”

• Access the presentation "Transforming Literacy Through STEAM" licensed under this Creative Commons License.
• Original draft revised using feedback from Chat GPT on June 24, 2024.

Check out the creations on our Padlet that our participants shared from the session.

​Over the past year and a half, significant attention and efforts have been placed on the role of Artificial Intelligence (AI) in education. Having delivered several professional learning opportunities to educators across North Carolina, I've gained several insights into how and why educators are engaging with AI. Here are some of those insights:

1. The Pioneers and Early Adopters
Many educators are uncertain about how to use AI and are eager to become more knowledgeable about its application in their work. Among the groups I’ve trained, there are often early pioneers of AI usage. These early adopters are mainly self-taught and typically find small enclaves of fellow educators to support their learning. These circles, though small, are highly collaborative and willing to share their knowledge when approached by others.

2. The Larger Group with Uncertainties
There is a larger group of educators who are uncertain about using AI due to a lack of experience or fear. Many of these educators are waiting for someone to give them permission or guidance to navigate the vast ocean of AI. I've seen many educators significantly improve their comfort levels and willingness to engage with AI within an hour when provided with a safe environment to learn and explore. AI tools, when used intentionally, can dramatically reduce workloads, such as grading, offering effective feedback, and creating lesson plans.





 
3. Building Confidence and Competence
In my experience, I’ve witnessed educators transition from reluctance to active engagement with AI tools. They begin to see the benefits and advantages, developing confidence and a rationale for teaching students how to use these tools appropriately and ethically. By ensuring all educators have access to quality professional learning on AI, we can better guide students in using AI tools effectively.

4. Focusing on Professional Learning
Moving forward, developing professional learning opportunities for educators must be a central focus. We need to propel our educators beyond introductory use of AI tools, supporting continued growth in effective use. Additionally, educators must be equipped to design opportunities for students to learn to use AI appropriately, ethically, and morally. These practices will ensure our students benefit from AI as a tool for critical thinking and innovation.

5. Engaging Parents and the Community
We also need to provide additional information sessions and support for parents and the community to better understand AI, especially Generative AI tools. The media often highlights worst-case scenarios about AI, creating uncertainty and fear. In my work with educators developing policies, I encourage including outreach components to external stakeholders and the broader community. By educating our community, we can ensure a balanced view of AI and help stakeholders understand its advantages and challenges.

6. Highlighting Employment Trends
One of the most effective ways to demonstrate the advantages of AI is by sharing employment and hiring trends. Many recent surveys indicate that employers seek employees with AI knowledge and skills. Consequently, we must ensure our educators are equipped with the knowledge and experiences to build AI capacity in our students, teaching them to use AI ethically, purposefully, and productively.

The opening keynote at the Adobe Education Summit was delivered by Dr. Byron McClure.  Byron is a school psychologist, an author, and founder of Lessons for SEL.  Byron shared about the importance of erasing deficit thinking in his address.  He shared a personal story where he was told that he was accepted to graduate school but would need to be make at least all “B”s since he had some deficits in his academic backgrounds.  He shared how this impacted him and how this deficit thinking is often the process that many students experience.  He encouraged us to “shift from this deficit thinking to being innovative.”  He asked us to really explore if the training and practices that we use with students is geared toward identifying the best or worse in our students.  This really challenged me to think about the training that I have previously received and makes me reconsider the approach that I will take as I support students going forward.  The lens with which we approach our work is important since our work is with students.

Too often in education, we are directed to accountability measures that as Byron indicated that reduce our students to numbers and statistics.  But our students are much more than just a data point.  I would argue that this type of thinking, deficit type thinking, often limits our students and many of our beliefs about what they are capable of achieving.  We must work extraordinarily hard to counter this type of thinking so our students are not limited in their success.  Byron shared “we must shift from what’s wrong to what is strong.”  By shifting our thinking, we shed our beliefs about the limits of what our students can achieve; we move to a world full of potential and possibilities that is limitless to what our students can do, be, and achieve.  

When we believe in our students and limitless possibilities, we empower them.  Byron included four key elements to a strengths based approach to supporting students:  1)  Focus on identifying and understanding strengths, 2) human-centered (needs of people first), 3) growth and goal oriented, and 4) social support, capital, and resources matter.    Each of these elements provide the necessary environment in which our students are able to utilize their strengths and talents to create something far greater when properly cultivated.  By attending to our students and helping them recognize and identify their strengths, we can change their trajectories in life.  Many of our students often do not recognize many of their strengths.  I know that when I worked in a middle school, our students were just beginning to become more aware of themselves and often needed a supportive and encouraging adult to help them realize and recognize their own strengths.  I had many conversations with students where I assisted them in identifying their own strengths.  For many of these students, this self awareness of their strengths brought them a sense of confidence and assurance.  They realized that they were good at something (or many things).  

As we return to the classroom this fall, I would encourage all educators to focus on a strengths based approach to supporting our students and ourselves.  He shared several questions for reflection that I think that we, as educators, need to think deeply about and explore - “What has given you the most energy in your life?”  He followed up by asking “Who were you before the world told you who to be?” Finally, he shared “When, if ever, have your strengths done dark? Why?”  By considering these questions and our own responses, I think that we can begin to identify and focus on our strengths.  In doing so, we can also model this process for our students. I would also maintain that in focusing on a strengths based approach in our work with students and in our own lives, we can create opportunities that bring tremendous joy and value.  We can shift from living within limitations to a world full of opportunities.  It is precisely these moments that can really transform life for the better.  

I found Bryon’s keynote to be energizing and encouraging.  His words were impactful and empowering.  When we shift our paradigms, we create the conditions in which each of us can flourish.  We must emulate this both with our students and ourselves.  Bryon shared this quote from Socrates:  “The secret of change is to focus all of your energy, not on fighting the old, but building on the new.”  Let us work towards building a new and better version of not only ourselves but of our students as well.  I encourage you to use your strengths in both your professional and personal lives and to also help students recognize and use their strengths as well in the coming year.

​