Season 6 | Episode 27 | AI in Education with Trent Ray

[Music] Hello everyone, welcome back to the Teacher Takeaway Podcast. I'm flying solo as your host for this episode. I'm Beck West. We miss Alice, James and Aaron at the moment as they're unavailable, but it means that I get to have a guest all to myself for a wonderful conversation for this episode. Trent, thanks for joining me. It's great to be here, Beck. So, for those of you who don't know, we've worked a bit with Trent before. Trent Ray is a former school leader and member of Microsoft's education team and co-founder of the Cyber Safety Project. He and his team work with schools across Australia to build practical whole school approaches to digital safety, helping educators support students to be safe, responsible and confident in an AI-driven world. Now, I know that a lot of schools are using the Cyber Safety Project and I'm seeing a lot of them promote them. You must be very busy these days. Yes, it's very exciting to see our program growing every year, being across Australia. We've got some schools in New Zealand and we also are working with an amazing school in Bali. And our team is going to be fighting over who's going to get to go over there to visit and make sure it's obviously all embedded properly, but a big shout out to our wonderful school in Bali that's using our program too. That's an amazing expansion. If I was the person over there, I would absolutely be visiting all of the other schools to try to get more on board and set up some station over there. Absolutely. It'd be nice to live there, wouldn't it? Okay, so we've got a number of questions, but we've already been chatting a little bit. We think we may go on some tangents. So I think while we're talking tonight that we're keeping in mind, there could be beginner teachers out there that are a bit more in touch with AI and technology and all of the current formats that it comes in. But we may potentially have some more experienced teachers that are still seeing AI as that space that's too hard to step into. There's too many dangers we're not sure. So we're going to try and see if we can cover sort of all ranges of answers so that everyone has something to take away. And I think the main thing that we want to reiterate is, AI is not going anywhere guys. Education is a consistently changing space and we need to make sure we're always adapting and maintaining our current skill sets as well too. So if you're someone who's sticking your head in the sand, that's okay. You can pop it out for this episode. Pop it back in after we're done. But we'll see if we can get you through a bit more information and Trent is the right guy to help us with it today. So let's dive in how are young people actually experiencing AI right now? Yeah, I think well, let's talk about it in schools. You know, it's great to see that across different systems and departments that, you know, young people have been given opportunities to use platforms for their learning in schools. It's great to see things starting to be integrated, but I think we also have to remember that maybe if we're not exposing young people to AI in schools right now, they are definitely exposed to AI outside of school and on their own devices or whether they're on shared devices at home. You know, AI has even crept into televisions now. So if you, I don't know if you checked your TV lately, but I now have Microsoft co pilot and a chatbot on my Samsung TV at home. You know, I didn't choose for it to be there. It just popped up. So I think it's really like you said it's hard to avoid this. It's here to stay and we need to be thinking about ways that we can support young people to, you know, use AI safely safely in their environments, both at school and at home. Because I suppose if anyone who may not be familiar with it, they may just be thinking, oh, it's chatch, epit. That's all it is. But like even my Adobe Acrobat, when I read a PDF now, it pops up with an AI tool box as well too. So like if we're thinking of like that grown up space, yes, or this co pilot helps us build documents and sheets and all that kind of stuff. Chatch, epit, he can make images, but you were telling me before there's so many new apps now where it's using AI to create a variety of experiences for our kids. Yeah, and you got to remember that AI has actually been around since the 1950s. Artificial intelligence is actually new. Yeah, yeah, we've been using it for years. I mean, look at the into even into the 80s and 90s, things like spell check calculators. These are all actually artificial intelligence, but they were programmed to do and follow simple rules. So when we hit like the 2000s and we started being humans online and sharing all about knowledge and ideas, it then populated the internet with lots of content. Right. And then the internet was then kind of like learning, I guess became a big machine learning tool where the technology is there's enough information now online. And I think the biggest shift that we started to see was this introduction of generative AI in 2023 and beyond. And that's I guess what's really changed the game. And we're now starting to see AI creep into so many different tools as like assistive technologies or generative tools that you know, even in my email inbox now, I have a little co pilot icon so I can just get it to help me shape an email and make it sound more friendly if I want to straight from my outlook. You know, if we look at our watchers, our phones, our devices, Apple intelligence is all in there. So it is definitely all around us and it's just becoming a little bit more obvious. But at the same time is becoming a race to AI too. So like you know, AI companies are trying really hard to get AI into almost everything. And so I hope we're not going to just see people using AI and putting it into products for the sake of it. I think you can see that consistent effort to try and refine it because it's not perfect. You see people talking about if they have generated like an image on chat GPT. And they're like, this is perfect. Just change that one thing. But then it'll create a whole other new image. It's not quite right. So it's not at that level where it's perfect enough to you know, take away all of our jobs and stuff. And we have to learn how to I guess dictate to the AI what we want it to do. The thing that I've enjoyed about the elements that I'm using is I'm telling it to be non bias for me. I'm telling it to make sure that it's not feeding my ego, you know, that kind of stuff. So, but if we don't know to do that, then what's the first thing the chat says? You're on the right train of thought. That's great. So if we don't know to do that, it does, yeah, fuel us with one particular line of thought and that can be dangerous for our younger people, I suppose. So what are the biggest risks that you're seeing or hearing about? Yeah, right now I think when it comes to AI and harms and risks and emerging challenges, there's probably three key areas that we're really focused on here at the Cyber Safety Project. The first one would be thinking about AI attachment and you sort of touched on that affirmation piece with AI, right? So when you're talking to AI, it's very human. It feels really human. It's designed to sort of feel like a conversation, natural language, just like us as humans we like to converse and communicate. And so it's deliberately by design, it's meant to keep you kind of talking and feeling a little bit attached potentially. So the more it affirms you, the more you maybe want to keep talking to it. And the more you start using it, you actually feel like you really need it. And so we're sort of you might have heard of like the attention economy with social media. We're sort of moving now into the attachment economy and it is a bit of a race for the AI platforms to kind of make us feel like we really want to be using those technologies and using them. So attachment is interesting and AI chat bots are really becoming a very popular space for young people to spend time. We know that one in four young people can spend up to five hours chatting to AI chat bots on a given day, you know, whether that be chat GPT or a specific AI chat bot like character AI or talkie, for example, as sort of companion apps. So that's the first one. The second one is a little bit heavier, which is image based abuse and that can be peer to peer. So the use of AI tools to take someone's photo and then I guess create an image and then, you know, without their consent, make them do something that they didn't actually do. And so what we are seeing sort of emerging occasionally, which is, you know, it's very difficult to manage, but, you know, it might be, you know, a photo uploaded of two students into AI and telling them to look like they're kissing, for example, you know, some of that awful, but maybe not unlawful behavior going on peer to peer. And then the third one, which is the heaviest of most is the issue of sex torsion, which is cyber criminals taking someone's photo now like all they need is one image they can create a sexualized image or an intimate image generated with a nudify app and then use that to threaten a young person and Aussie kids are being targeted by that at the moment. Kids as young as 10 are being impacted by that if they're connected online, where strangers might be able to talk to them. That's really, really unsettling as a parent and as an educator to think of how that can happen, but also how quick and ening vast quantities that could happen, because if you think, you know, back in the day, they used to be, you know, the celebrity, noods, but it was someone's photo shopped someone on another person's body that takes the technology and skill and everything now. All you need to do is find someone's social media profile and use the AI to do it. And it can go very far very quickly and that's that's a very dangerous space for our kids to be in on a tangent in the circles that you're in. Do you can you see at some point that becoming law that that is illegal to do that in some capacity where someone could claim. that wasn't done with my consent, that's against the law. Well, it already is. The great news is in Australia we have legislation and laws that actually are there to prevent this type of behaviour from happening, but unfortunately from our experience when we talk to young people, particularly teenagers, they don't know that these laws exist. So image-based abuse laws in Australia prevent people from actually if evidence with consent if I was to send an intimate image to somebody and then they threatened to share that image without my consent, that's against the law. And there was amendments to the Criminal Code Sexual Act in Australia in September over 18 months ago where the use of all the creation of synthetic images or use of AI to create those images was also included in that. So the penalty for that is actually six years in prison for generating it and seven years in prison for sharing. So the laws exist, but are they widely promoted? That's where we see our work is really important, particularly with secondary school students. Yeah, and that there could be potentially kids vulnerable people out there that don't know their images hit certain circles, which you know, that's a whole other world. So what's one thing you're seeing that teachers and parents might not be thinking about yes? Yeah, I think this is the thing is that if you've got young people playing roadblocks, they may be connected and talking to somebody that is potentially there for malintent and they've got these technologies tools to do it. And I think that we need to be really aware that these conversations don't even need to be happening with teenagers. We need to be even having some of these conversations a little earlier with kids even in grade five and six. I mentioned yesterday on socials that we need to start having the sex torsion conversation, but how do you have that conversation with younger children? And we start with conversations like what is blackmail and what is extortion? So we don't have to put the word sex in there, but we can certainly start to talk about what it might sound like or feel like if someone's threatening you online. So I think it's really important for us to be starting the chat about these types of things. Yeah, and we have those conversations about consent now where it's not necessarily talking about something sexualized. We're talking about the fact that some people try and get in for a high five and you're just like, no, I don't like high five things. That's part of consent or some kids like coming up and getting a big cuddle and it's, I'm not a cuddle. No, thank you. I'll do a high five instead. Those conversations can happen quite young and early without it being that deeper conversation that adults always think of. So I like that idea that we could make those connections in a safe way where her child does potentially see this, they may be able to connect one with the other and at least find a safe adult that they can share that something has happened or that they're worried about something. We've online safety, digital wellbeing and AI literacy, just all competing for this attention. How do teachers cut through and I guess focus on that main thing that matters? Yeah, I think one of the really important things to remember is that online safety education and digital citizenship conversations don't need to be separate to the conversations you're having about offline experiences. So, you know, even at the start of the year when you're talking about setting up your classroom norms and how to be a good friend at school, you know, just slipping in the conversation about, well, what does that look like in an online space? You know, I've often talked to PE teachers and they sit in our staff PL and they put their cross their arms. I don't know why I'm here. I teach sport. It's like, well, maybe we can have conversations about, you know, how did we go today when we played this game together? You know, what was the team work like? How do we respect each other? How do we play fairly? How do we be good competitors but also be good sports? And, you know, when you debrief at the end of a game of soccer that you're having with your students, you could say, well, how might this apply to when you're playing online games with your friends? You know, trying to find moments in our teaching where we can actually bring in the online experiences, which are just virtual versions of what we're doing offline. Which would be great because there's always those issues that do happen online, outside school hours that come into the school the next day because someone said something heated, they trash talked, they're up late when their parents aren't, you know, around to hear those kinds of things they're saying. And it does come back into the school. It's not a completely separate space from all of those things that happen. So yeah, it'd be a good way to start making those connections and building those because they are, the behaviours, you know, the behaviour, the way they've been treating someone. That's right. And I think, you know, why not, you know, have as many conversations as you can over the year rather than, you know, cyber safe, you shouldn't just be like a once-off conversation and we're done. We've had that conversation now. We've ticked that box for the year. You know, these conversations need to be happening all year round because different emerging issues will happen across the school year. And the school that I'm currently at, we do our languages program online, distance ed, because we're smaller and we don't have that language teacher allocation. That's a great opportunity to bring it in as an example. Like we're right there, they have little chats and everything in that space. You've got a teacher that's online, everyone's sitting online. So there's good opportunities to connect it together, even though it's not the same as going home and playing road walks or being on messenger or whatever. The law change with the 16 and under has done nothing. In my experience, for kids being in those spaces, which is interesting to see. Can you share an example of what a safe, responsible and ethical use looks like in a classroom? Yeah, absolutely. I think you can probably break that up into three parts. So if you look at responsible use, you know, it's about helping young people understand that AI isn't a replacement to your thinking. It's a thinking partner. So not trying to offload that cognitive thinking to an AI bot that we can use it in partnership with our learning. So I think that's a really good way to start when it comes to like responsible use of technology. When we sort of say, say, "Fuse," it's about being really mindful of our personal data and our personal information. So what we're putting into these generative tools. So remembering that some of these models, if they're not set up safely, they may actually be using that information to train the model. So, you know, we might have a very safe ecosystem. For example, if you're using your school's AI system and an enterprise version of artificial intelligence across your system, it might be a little safer to put some of those, some of that information into those systems. But we have to remember that monkey-seeing monkey do or what we model inside of the classroom. Kids might then use other AI tools outside of class. And then if they haven't had an opportunity to talk about that we have to be really thinking carefully about what information we might give AI. It can be used to maybe manipulate us by driving conversations towards things that we might be interested. It can affirm our own biases. Or maybe we are giving you way too much personal information about ourselves in those systems, which are essentially tracking us and what we do. And then when it comes to being ethical, I think it's a really good conversation is about being transparent with our AI use. So, you know, as a teacher, are you explaining to your students that you have been using AI to help generate the ideas for how we're going to run this lesson today? Or I've used AI to give you some feedback today because I needed some support with that. And vice versa, then children and young people being able to have that open transparency without shame, the saying that I use AI to assist me with my thinking here too. Yeah, and I've done the same thing. I was doing writing support in a year, three, four class last term. And we used, I don't know if you've ever seen the story of Austin's Butterfly. It's an old American video about giving feedback to recreate and redraw the butterfly in sort of three or four steps and the improvement and the process that the student goes through of taking on feedback. Being critical, there's no personal judgment, all that kind of stuff. I, all I did was I shared the link into ChatGPT and I said, "Can we make this a visual poster?" So, the kids can remember that story when we're revisiting our work. And it generated this great like anchor chart, very obviously a ChatGPT anchor chart, but it had those core elements because you've got students in the class who might be, you know, EALD or neurodivergent and having that visual link as a reminder to that video we watched was really, really helpful. But I told the kids, "I didn't make this." I said, "I put it into ChatGPT and it's helped make this for us." So, they understand that, yeah, you're not taking credit for something else. This is not someone else. This is something else that does work. And that it's there to use as a support, not do work for me. Like, it's not helping me actually do our writing task. All it is is there is an anchor so that when I'm stuck with my learning, I remember I'm taking on board feedback from the teacher, and this learning that we did. Yeah, I would add to that and say, "If you do create something as a teacher with AI and you're transparent with it, and then you could say to them, what gives it away that it might have been created with AI?" What a great little moment in your teaching to also just bring in some AI literacy. Yeah, because it is like to me, it's very obviously a ChatGPT-generated image. And now I see it everywhere now though. I know exactly when something's been put into Chat, and I've been starting to tell what is a Canva AI image as well too, just because I've tried it myself, and I know what it looks like when you did it. Well, your brain is like an LLM, it's recognizing patterns, and identify those things, right? So over time, we're all getting a little bit more literate and savvy with these things, too. It's like DM-, right? Yes, that's it. Yes, you can tell from that. Those poor people who's still right. You think that now? Actually, you're getting called out for AI. Oh, dear. I can't remember if I got to this question. What are some simple things teachers can do day-to-day that make a difference? - Yeah, I think just having open conversations. And one of the things too is not to be too scared about talking about online safety and digital wellbeing. I think one of the things that's really important for young people across our country right now is that they feel like they've got teachers and their parents in their corner to be there as a support and help. And the more you can have conversations with your young people about how they're experiencing the online world. And as adults, we don't need to be experts at knowing how to build roller coasters with redstone in Minecraft or what the latest TikTok dance moves are. They're not really interested in that. They tell us that's not what they want from their trusted adults. They just want their trusted adults to show them that they know something about the online world and that they're there to help them and support them. And something I think we can really influence is the values that we instill in young people. So we've got at the Cyber Safety Project, we talk about responsibility, integrity, strength and empathy as being really core values for digital citizenship. We call them our rise values, RISC, responsibility, integrity, strength and empathy. And I think if we can frame any conversation with those values when we're talking to young people, what would it look like to show integrity in our group chat? How might we show empathy when we play games with our friends online? What kind of strength we need if we're having lots of fun playing online and it's time to stop now? Using the values of humans to have the conversations and frame them around technology means we don't necessarily need to be up with the latest trends. But if something pops up, whether it's an issue or a challenge, throwing out some values is a really good way to start the conversation and get young people to critically think about how they may be spending their time online. I think the key part of that conversation is the listening component. Because like you said, you know, they don't care if we know how to make that stuff in Minecraft, they care that we're showing an interest in what they're doing in Minecraft. So I might not know anything about it, you know, my kids all play, but I know enough to be able to go, "Oh, how do you make that? What do you do that with? What do you like about that? What do you get out of that?" And then if we are going to have some really deeper meaningful conversations, is like, yeah, what do you gain or value out of the thing that you're doing? Because that's the insight that we're going to have is to why those kids are doing the things that they're doing in that space. And he'll just generate a better understanding of what they need to go from there. Because like you said, if those kids are spending hours chatting to a non-human for some form of companionship or feedback or interaction, that tells me they're lonely. Like, that's a very, very core thing there that they're lonely, they're missing some sense of belonging or engagement and that's what they're missing out on. And, you know, that's a lot of information to get without actually knowing what they're talking about or what they're doing, just the time frame that they're using to do that is a huge piece of the puzzle. So more seriously, how can teachers respond if a student discloses an online issue to them? Yeah, and that's a really scary thing. And I think it's a barrier for why some teachers and they tell us this that they're nervous about raising digital challenges or talking about the online world with their young people because it may expose a disclosure and knowing what to do. Firstly, I think it's really important to understand that there is. there are lots of places to get help and support. So we have the Office of the E Safety Commission in here in Australia, where if it's a serious incident like cyberbullying or image-based abuse, we have the reporting platform forms through e-safety. We also have the backup of the Australian Centre to Counter-Tile Exploration in Australia as well, the A-Triple CE, which is a great place to go to get helpful resources. Particularly, we talked about sex torsion a little bit earlier. There's great toolkits there for teachers to explore too. But when a young person first comes to you with a disclosure, I think the most important thing is to let them know it's not their fault. And that if they are being harmed by another person in the online world that they've been very brave and done the right thing to come and talk to you. So we want to be really mindful not to shame the person or get angry or cross-earned or take a device away from a young person. They're the barriers for kids reaching out to us when something goes wrong. We've just launched our response tool here at the Cyber Safety Project. I'll get. it's a freely open tool. It looks at the intensity of the incident. It looks at the duration of the incident and then it looks at the impact of the young person. And it's a really easy click-through tool where you can look at what the harm is, how long's it been happening and what's the impact of the child and it spits out a response set of steps. If you're a teacher at Cyber Safety Project.com/respond. So if you've got show notes or something, be great to put that in there and teachers can explore that. And what we've done is we've distilled down the office of the E-Sate Commission now has a really large document which gives all of the ways to respond to every single type of online harm that might be out there. And we've tried to turn it into something really digestible and simple for teachers to use. If they are, if something is disclosed to them in the steps that they can do to take control the situation with the young person. Yeah. And whatever state that we're in, we all still have our systems in place to support you. So you know, all of us have access to an EAP program as well too. So if this is something that's quite confronting for you, if you haven't, you know, had this shared with you before by one of your students, make sure you take care of yourself as well because that stuff resonates in our brains. It sits with us. We don't shut off at three o'clock. That stuff, you know, goes home with this. And it's important to take care of yourself as well to and utilize those systems. And I learnt early on that the script I follow is regardless of what they say to me, regardless of what is turning on in my brain as they're saying something to me. The first thing I always say is, I'm glad you told me. Like, you know, we're here for you. We're here to support you. Whatever the next steps may be, I'm glad you told me because there, a lot happens after those words come out and something is said. And there's a lot of processing that can follow sometimes as well too. Now, this one's tricky for me. How do we encourage parents to play an active role in their child's digital safety? Now, we're going to talk about without overwhelming them. But for, from my experience from where I was, you know, when we had, we weren't even using the internet when I started writing teaching programs. And now we're talking about AI. But we're in a space now where it's allowed. The kids, it's not like the kids are being sneaky and logging onto someone's device without permission. They're allowed to be in these spaces. And it's a tricky, tricky thing for schools to navigate that when we've got kids on Snapchat and all sorts of other things at a very young age. I'm keen to hear your input on this one. What's the magic bullet you're a henback? Yeah, okay. Yes, it is, look at these are bugbearer. I know it's, it is one of the, the challenges that we all face in schools is that it is a partnership between school and home. And sometimes there's a bit of a blurry line, right? You know, who's responsibility is it? Because if you've got a group of students and there's a group chat drama happening overnight on Snapchat, like, you know, well, we didn't ask you to get your children beyond Snapchat. But, you know, at the end of the day, you've got young people in your space that aren't ready to learn because there's something going on. And then you're kind of, you know, having to deal with that before you start your your literacy lesson for the day. You know, so that I think that's a really big frustration. One of the things that we really encourage schools to explore, we've got a flow chart here at the Cyber Safety Project, which just asks parents to think about whether it, you know, like, whose responsibility is it to start the response, I guess, you know, getting school involved may be required, but it might not be the first step involved in that. So providing parents with tools is really important. We've found that over the years that overwhelming a parent with, you know, a parent night that goes for 60 minutes at school or a webinar online, that can be a really overwhelming experience because it feels like we've got to give them all the information in one go. So bite-sized little bits of information, I think, is really, really important. And giving parents, like, you know, we have to differentiate it now, you know, there are some parents that are really savvy with this stuff. And they've been listening to Cyber Safety and they're really tuned into it and have been for a long time. But, you know, when things pop up, they just might be really interested in some more insights into what's happening and trending with AI right now. So, you know, having specific topics that parents can tap into, I think, really, really important. Bite-sized pieces is really helpful. We're all newsletter bites or just single pieces of information. We're all overwhelmed with information at the moment. And finally, I think one of the things to do is just make sure that they know that the school's really supportive of it and we want to make it a home and putt school partnerships. So, the two things we tell parents in our parent nights is firstly, show them, you know, so show them e-safety, show them the kids' help line, show them that, you know, your kids, you know, how to get help and support and make sure you're starting the chat. So, have those chats regularly, have them ongoingly. You know, one, one 60-minute conversation isn't enough, but maybe 61-minute conversations would be better in this space. And drip feed it as we go through. Yeah. Now, we've only got one question left on our list, but I want to ask you something that's off our list. So, forgive me if I'm throwing you a tricky one here. What are like your current, I guess, recommended AI tools that you think are working well for teachers? So, like for me, like I do use chat GPT mainly for images like I talked about making those visual resources, especially for neurodivergent and AI. D students. But I use co-pilot just because it's a Microsoft supported system. And again, I'm using it for things like, "Hey, I've got an EALD parent. I need to send this email. Can you check my language?" Because sometimes I use Australian colloquialisms and my bogey and show through sometimes. The parent may not understand what I'm saying. But I know Department of Education Queensland has got Corella that's coming through. We're all able to get some training for that. I haven't done it. I'm going to. There are the systems that you're finding that are working really good for teachers. Oh, chalky AIs, another one that I've been introduced to as well too. Yeah. Well, my comment to that would be is that every, an AI tool is only as effective as we use it to prompt it. So it's really thinking about using safe prompting. It's really about thinking about putting it through its paces before we're allowing young people to access it too. So if it's a new tool that's come out at a conference and you've heard about it, this sounds really exciting. The school down the road using this is just to be thinking about, let's pressure test this in our environment before we just let the kids on it, you know, full noise. As you said, lots of different departments around the country at creating in-house style applications now and AI tools for lesson planning to support busy teachers. You know, I'm not over here in Perth at the moment. I know the WA Government is working on a tool at the moment. It's piloting across many schools. We've got CE chat, which is through the Catholic CE net. They've developed their own platform as well. You know, I'd really encourage teachers to explore which through their system, if there are tools available to them, where system are building those because a lot of thought is going into the safety and security around data sovereignty. So where that information goes, that's really crucial and that's part of governance here in Australia. It is a requirement that if there is students, specifically student data, it must be stored on Australian servers. So like using Microsoft co-pilot through your enterprise solution is a really important tool because as a system, it's switched on that the data that you're putting in is actually stored on on servers here in Australia. So that's really important. So always use the school provided tool because there's been always a lot of thought that's gone into that. And so yeah, I'd encourage you to look at what your system or department is looking is offering as the best place to start. Just those layers of security, extra protection. That's right. Excellent. And it also means you're probably following your department policy and procedure as well instead of going rogue. Yeah, that's right. It's called shadow data. A lot of top level departments are looking at how data is getting out of our approved systems and then ends up in something else. So, you know, a class photo, for example, wanting to make a coloring in-sheet and putting it into a free version of chat GPT. So that photo has we don't have consent or permission to use that in another platform that we do maybe have a approval to use it within our own system. So we've just got to be really mindful as teachers to make sure that we're not putting data and information into systems that are not approved through our system. Yeah, absolutely. All right. So our last one then, how does the Cyber Safety Project support schools in this space? So what does that look like in practice when you guys support schools? Yeah. So we have Sibersaid Classroom, which is our online curriculum. It's for foundation to year eight. It's a scope and sequence lessons. There's 16 lessons and activities every school year, which we have up in our heart. Then we have a two-year cycle. So this year's curriculum is getting retired at the end of the year and we're currently busily developing our new curriculum for next year. So it's really exciting. We have about 40% of our lessons next year will be some sort of focus on artificial intelligence and AI literacy and digital wellbeing around the use of these tools. So we're really excited to be launching that next year. We do parent workshops. We have a parent webinar series. So schools can subscribe to that and we get give up for or we do participate. Sorry, we go live on four webinars every year and we always change the topics of those. And as I said, that's giving parents choice and opportunity of when and how they might engage with that content and specific topics like cyberbullying, screen time, AI use cyber security, those sorts of things. And we also do teacher professional development too. So we have courses in professional learning that schools can tap into as well. So it's a whole community approach. Nice. For those parent webinars, like are they live? Can they do a Q&A if they've got something specific they want to ask? Yeah, we have thousands of parents joining us each time we run them. We're doing our next one next Monday. So that will be balancing life and tech and they can join us live and we record them. And so they're there available for the rest of the year. So parents can't make it live. They can always tap back in and they can rewatch it at a time that works for them. And it's great too because they might not have been very interested in, let's say, our term two topic of AI, you know, in term two. But now their kids are starting to show interest in it so they can go back to a webinar that we might have published and they can rewatch something that now it's very of interest and timely for them to learn more about. Nice. And you said these are teachers that are staffed as well too, writing this curriculum. We're not a grant of industry people that don't know what it's like in a classroom. Everyone that works at the Cyber Safety Project in anything to do with educating students in our face-to-face program or developing our curriculum, we are all teachers and have been in school systems and specializing in technology for learning. I love that because the teachers can tell. Teachers can tell when it's written by someone who hasn't been inside a classroom. Well, one of our taglines is built by teachers for teachers. So nice. Love it. I don't know if I can bring one take away from this episode because we've gone through so many different things. I think the one thing I do want to take away is I suppose building that language into daily context because I think that's achievable. I think we can start to do that in a really simple way, whether even if you're the teacher on duty on the playground and they're not your class students but you know you're overhearing a conversation and something. You can start to filter that in throughout and if you're a leader who's listening there's a capacity there to build I guess consistent school wide language as well too if you want to bring in a whole school approach to do that because we know whole school always works better than anything else especially when we're trying to deliver messages to parents about you know what that looks like in practice and just build up that consistent language and if the kids are taking the language home parents may be a bit more receptive to it as well which is awesome. So would you want to share that website again so people will know where to come for the Cyber Safety Project? CyberSafetyProject.com and if you want the response tool at CyberSafetyProject.com/respond. Excellent thank you so much for joining me for this episode. I feel like we could probably talk a while around all the things AI and give it six months we'll be back here again with all the updates and all the changes because it's such a fast paste system at the moment so I really appreciate your time. Thanks so much for having me back. I appreciate it. All right thanks everyone for joining us for this episode. Hopefully we get to have the rest of the the team on for the next episode if you want to hit us up on the socials Facebook I still call it Twitter X Instagram. Hit us up on that and we'll be happy to have you then. [Music]