The K–W (Expanded) Framework: A New Way to Think About AI Literacy

What if curiosity was your guide and AI was your thought partner?

For the past two years, talk of AI has dominated educational conversations. Many valid concerns about the rapid growth of AI tools and their ubiquitous presence in our lives have been raised. No matter where you personally fall on the AI continuum, no one can deny that artificial intelligence has changed the conversation in education. 

Too often in my local network, concerns about cheating and a loss of critical thinking have shadowed the possibilities that AI has to stretch what is possible and support deeper, long-term learning. While these concerns should be addressed, I find that when our conversations about AI immediately focus on negatives, we are asking the wrong questions first. Instead of asking, “How can we do this for my students or for me?” we should be asking, “How can AI help students expand their thinking?” 

This past year, I had the privilege of speaking at ISTE with a dear friend from my district about leveraging AI to narrow learning gaps in our classrooms. Using the literacy classic KWL (What do I KNOW?, What do I WANT to know?, and What have I LEARNED?), we wanted to reflect on how AI tools can be used to promote critical thinking and creativity while also supporting the needs of all learners. By expanding the framework to use AI as a thought partner before completing the learning process, we hoped to encourage curiosity and spark thoughtful, collaborative conversations in our classrooms. Our wonderings led to reframing AI as an additive tool that helped students ask better questions and create meaningful artifacts to demonstrate understanding. 

Step 1: It starts with what we know. 

Every learner has knowledge to share. Sometimes articulating what they know does not come naturally, but we must leverage our students’ prior knowledge and empower them to practice retrieving that information. This step is often done without the use of devices and can take the form of a quick write, brain dump, or pair-share in the classroom. Students should be at the center. By activating their prior knowledge, students and teachers alike can have a strong picture of what still needs to be learned. Taking that information and celebrating the learning gaps creates opportunities for inquiry and further exploration of ideas. 

A brain dump is my favorite tool that makes learning visible. I often use this strategy before students write a speech or paper. Using pen and paper, students write down everything they know for a set period of time (usually two to three minutes). With time as a motivating factor, students fervently stretch their thinking and pour out their knowledge onto the page. At the end of the exercise, students can look at what they know and use it to tackle the next step in the learning process. 

Step 2: We don’t know what we don’t know. 

While we might not always know where the learning gaps are, we can use knowledge gaps to foster curiosity and inquiry. Curiosity and creativity are not innate traits; they are skills that can be learned and cultivated in our learners. The biggest obstacle I see to student learning right now is that they don’t know what to ask when they do not understand a concept, but once their understanding has been sparked, they are able to engage in deeper learning. AI can serve as a spark, providing multiple perspectives, illuminating misconceptions, and generating real-world connections. 

Step 3: Leverage the learning gaps to expand student knowledge. 

When it comes to learning new vocabulary and concepts, confusion can lead to a lack of confidence in students. The productive struggle level can become too high for students to want to engage with learning. Where learning stalls, teachers have an opportunity to use AI to help reframe and provide different examples to students so that they can better access the learning.


I've used MagicSchool's Multiple Explainer tool to take a complex concept like mitosis and generate multiple explanations or analogies that might resonate more with a 14-year-old than a traditional textbook definition. Google Gemini has also been a valuable thought partner for reframing concepts from different perspectives. For example, asking Gemini to explain mitosis from Charles Darwin's perspective and then from the perspective of a teenager helps students see how restating an idea for a specific audience can shape understanding. In both cases, the AI tools aren’t replacing students' thinking; they are making learning more accessible.

Step 4-5: AI can be used to explore, expand, and encourage reflection. 

One of my favorite ways to use AI is to model how to effectively use it by completing a full class activity. At the end of a lesson, I might ask students to share what we learned or discovered that day. Asking students to recall key ideas can lead us to what we still need to learn or accomplish in future lessons. By recording their takeaways, I can show them how to use AI to question and wonder what we might be missing or what else we can explore together tomorrow. Showing how AI can be a thought partner reminds us that our learning is never done. We can use it to expand thinking - not end it with a quick answer. 

This process shows students how to wonder, question, and reflect throughout the learning process. Learning becomes lasting when students engage in reflection. AI is not doing the learning; students are. Technology can be used to help explore this process. 

 Step 6: Recognize what has been learned. 

Again, AI is an additive tool that helps differentiate, personalize, support, and create more opportunities for feedback and learning. Using AI tools thoughtfully can create more space for the parts of teaching that matter most: relationships, curiosity, creativity, and meaningful conversations. What I’ve discovered and am excited to explore is just how helpful AI can be in supporting both teachers and students in asking better questions and wondering more. When we shift our mindset from AI being a productivity tool to one that promotes inquiry, students have more time to wonder, and teachers can better design learning experiences that amplify student voice and thinking. Teachers become better designers of learning.

Technology should never replace thinking; it should amplify it. How are you helping students identify their learning gaps? How might we utilize AI to expand our thinking? I'd love to hear how you're using this tool to empower learning in your classroom. 

Access the presentation here: 

Being the Educational Hype Girl: 4 Steps to Uplifting the Adults in the Room

 Being the Educational Hype Girl: 4 Steps to Uplifting the Adults in the Room

The Sunday scaries are here. As I return to school tomorrow, I’m filled with some worries about transitioning back into a routine, both at school and at home. Still, there is something special about working in education. The work we do is deeply meaningful, unpredictable, and exhausting at times. Sometimes we forget that while we pour ourselves into hyping up our students, lesson after lesson, our burnout often comes from forgetting to hype up the adults around us.

This school year, my goal is to continue to bring that same light to my peers that I bring to my students. We all need a hype person cheering for each other. Uplifting our fellow educators can make transitions and some of the most tiring points in the semester more bearable.

With purpose-driven encouragement and support for each other, we can all become the hype person for each other in our schools.

1. See the Best in People

Teachers often become unseen in their respective buildings. We silo ourselves in our classrooms, move quickly through the office, and forget to take a beat during our planning periods. Instead of rushing through each day, let’s take time to make our colleagues feel seen.

When someone tries a new tech tool, ask them to share the results. Is a colleague starting a new extracurricular activity for kids? Ask how you might show support. When a teacher produces a creative lesson, tell others about it in the staff room. Mention successes to leadership. Write a note or send a text—whatever works. Don’t let other people’s shine go unnoticed.

Note: If your work bestie doesn’t like public shoutouts, handwritten cards can be even more personal and meaningful.

At ISTE, I attended an incredible session about celebrating others. A small and intentional step toward seeing and amplifying the best in the colleagues around us makes the school and environment shine for our students. 

2. Show Up with Energy, Even When You Don’t Have It

Even on days when we are feeling tired, let’s be intentional with the energy we bring into our workspace. Focusing our energy on positivity and enthusiasm makes us feel more vibrant. Our energy is contagious.

A well-timed “You’ve got this” or “I believe in what you’re doing here” can change a person’s perspective or serve as the spark a colleague needs to get through the day. When you’re still feeling like your energy is low, borrow someone else’s energy. Collaborate. Laugh. Take a lap with a coworker between classes. Hype isn’t always loud. Sometimes it is just a consistent and encouraging presence.

This summer, my husband and daughters were in a musical. I had a few colleagues decide to come to see the show together to surprise them (and me). Their presence and the simple act of showing up fueled me. When we show up, we bring our energy with us, and that collective energy is powerful.

3. Name the Wins, Not Just the Work

Educators are champions at doing the work but not always at celebrating it. Being a hype person means creating space to pause, reflect, and celebrate what others have accomplished. Staff shout-out boards can be great for naming the wins. Intentional conversations during a passing period with a friend can be just as powerful. Let’s name the wins we see. Normalize being proud, and normalize being grateful for the amazing people we share a workspace with.

I co-host a podcast in my district. I am so excited to continue to elevate people's stories and name their good work.

4. Be a Mirror

Sometimes people forget to look at how far they’ve come or struggle to see the value they create each day. This year, let’s remind our colleagues of the impact they have. Growth occurs over time, and sometimes we don’t notice when we are making progress in the moment. Being a mirror reminds us to reflect the greatness we see in others.

TED Talks strives to amplify ideas worth spreading, and we can do that as well. Recommend their names in meetings. Celebrate colleagues in rooms they are not in, and celebrate their success.

Through the Google Innovator Academy, I was blessed with a small group of women who have continued to identify and celebrate each other's successes. Supporting and seeking to elevate each other's work is important, but also giving it a name for each other has fueled us all to continue to innovate. Sometimes we can't see our strengths ourselves, but when we can identify them for each other, we can carry forward with the work.

Remember, we all need a hype person in our corner. When we intentionally practice these steps, we help build a culture of celebration. Remember, another person’s shine makes the path brighter for us all. See the best in others, name their wins, and be a mirror that reflects their goodness back to them.

We’re going to make this year amazing.

Innovation Starts with Us, Not the Tech

Last week, I participated in the ENGAGE Conference hosted by WeVideo. I truly love this company and its mission to amplify student voice. The resources they provide and how they’ve adapted over the years continue to inspire and spark creativity in so many educators and students.

I’m still planning on going back and watching sessions I’ve missed. Seriously, this FREE conference that can be played on demand was incredible. I’m so grateful to organizations that put on great professional learning experiences for teachers!

In addition to attending, I was also lucky enough to present at the conference, which… sort of, almost didn’t happen. I was 12 minutes late to my own session, and if you know me well, you know that if I’m not 15 minutes early to something, I am a nervous wreck. I was on the conference Zoom right when it started. I could see that I had the option to unmute and turn on and off my camera. Cool, I was all set as a participant in the conference. Then it was my turn to present. My district is a Chromebooks-only district, and because of a malware attack pre-COVID, we cannot download software onto our devices. While I could present as an attendee, the security features blocked me out when I was in presenter mode. As I was trying to navigate the school security protections (put in place for good reason) and the Zoom conference platform, I stopped myself and embraced the mistake. (Link to my session)

Mistakes happen. All the time, in fact.

After a few bumps and the great support of Ryan from WeVideo, I was back in action. People, to my surprise, actually stayed logged into my session. They waited kindly and then actively participated once the session got started. I laughed it off as a lesson in vulnerability and a tech glitch that we all can relate to on occasion.

This conference and this minor hiccup challenged me to think about innovation. Right now, school districts everywhere are gearing up for back-to-school and want to celebrate and promote how innovative we are. My concern with slapping a sticker of innovation on our teaching practices is that we are missing the mark on what innovation truly is, and we are rushing to choose a tool to innovate for us instead of considering how we ourselves need to shift our thinking.

Tools will always change. Innovation is not about using more technology, especially when working with young people. I know, you’re probably thinking, “But Steph, you love technology. Aren’t you using it all the time?” The answer is yes, I use technology in my classroom daily, but our innovative practices are not about what we are doing but rather the implementation and the critical thinking that occurs because of our actions.

Innovation is the process of creating something new, or more importantly, improving something that already exists in valuable ways. Innovation is not efficiency or using an AI tool to save teachers time on grading or lesson planning. Innovation at its core means rethinking how we teach and learn to better serve all of our students and their diverse needs. Embracing innovation is a mindset shift and involves meaningful conversations about inclusion and the science of learning.

In one of the keynotes, Dr. Rachelle Dene Poth made a comment that when she started to realize how much the tools will continue to change, she started to shift her focus from the tool to the reasoning behind the tool. Yes, we have heard this idea before, but the way she presented her own experience shifted my thinking and made me realize how easy it is to become swept up in the novelty of AI tools right now and how overwhelming the number of tools feels to educators everywhere.

Efficiency does not equal innovation.

Innovation does not happen overnight. Districts aren’t innovative for buying new tech tools or sending one person to a conference and not using the knowledge that was gained. A click of a button won’t make us innovate or revolutionize our curriculum. Reinventing the wheel or substituting tech tools for practices we have already done before is not innovation either.

Innovation is a mindset that takes intent. A question I like to pose in every professional learning experience I lead is, “If you could be a student in your own classroom, would you want to be there?” While this question is simple, it is important. As our students continue to evolve and the circumstances of the world create pressures and challenges that we might not have faced before, we need to rethink and shift our instructional practices to truly spark innovation in our classrooms.

Great ideas spark when we are connected to others.

Our best ideas come when we are community with others. I've learned more about innovation from my edtech friends, the people I've worked with at conferences and through tech tools like Pear Deck and WeVideo, #engsschat people, and other tech-minded educators than I have from using a tool alone.

When we connect with others, we exchange stories, test out ideas, stretch each other's thinking, and grow with one another. Innovation thrives in collaboration. It's not about a flashy tool; it's about sharing and building something better together.

The truth is, a tool on its own is just that—a tool. But a connected network and minds of amazing educators that is where the magic happens. Being in community reminds me that we are not alone. The "What if we tried this" conversations over coffee are priceless. 

If we don’t want our students copying and pasting from AI, we need to make sure we aren’t doing that in our own practices.

Got a recommendation letter to write? Well, use AI. Teaching a new unit? AI will create all of your worksheets for you. Want ACT-style questions? Just hop online and use this tool. Have a staff email to write? Run it through AI first.

Teacher friends, I have to admit that I am a little worried about this. We are practitioners with hundreds of collective years of experience and teaching. Our knowledge of students and the young people who currently sit in our classrooms can never be replaced by an AI tool. That does not mean that all of the aforementioned reasons for using AI aren’t valid and cannot be reasons to use AI.

My concern lies in our thinking. When we move too quickly, we don’t fully think and consider the authentic learning experiences. We don’t tap into our human touch, and we lose sight of how to help students develop their own critical thinking skills. Also, we have to model best practices. If I don’t want my students copying and pasting their essays from Gemini, I cannot fall into a habit that simply relies on a tool to do my thinking for me.

True innovation will occur in our learning spaces when we remember to model and think aloud as we create.

So, will I be using my personal computer for my next speaking engagement (Magic School in August!)? Absolutely. Will I stop using and embracing all things technology? No, of course not. Will I continue to slow down my thinking and model my own learning process aloud? Yes. AI can be an incredible and innovative thought partner, but what and who really matters is the experts in the room—the educators.

Sparking Joy: Lessons from ISTE and Life

Steph, joy is complicated.

A former student recently reached out to share a book of poetry he's been writing. His work, like him, is chock-full of humor. At times, it teeters on the edge and embraces vulnerability. His story and journey in this world are captured in this complicated story stitched together with care. Talking to him about his work was such an honor, and through our conversation, he's reminded me that joy in a world riddled with woes is complicated but perhaps is more important than ever. 

His writing held a quiet reminder of this lesson on joy that I didn’t realize I needed. As I reflect on my experiences this summer -- watching my daughters and husband take on community musical theatre, presenting at a dozen conferences (including ISTE), and eating more ice cream than my stomach can tolerate with my son -- my reflections on what it means to find and hold onto joy have deepened.

At the ISTE & ASCD annual conference in San Antonio, the message was clear: spark joyful learning and inspire bold innovation. Our lives are heavy now, facing the problems of a post-COVID world, and at times, our joy is not as accessible as it once was. People are different, and I unfortunately had to learn in my 30s that people aren't always kind. Still, there are so many people in this world who continue to create, innovate, and want to make the world a better place. Sometimes we just have to look carefully to find them. 

ISTE and other tech spaces have been filled with people and ideas that inspire. In addition to innovative technology platforms and conversations on how to leverage AI for more than just teacher efficiency, I was inspired and reenergized at ISTE by the people, the creativity, and the willingness to share. The share button on Google was one of the first catalysts to make me fall in love with the possibilities of education and innovation, and has made me continue asking: "How might we...?"

How might we continue to innovate despite the social and political challenges we face? How might we find hope and seek out joy, even when our neighbors grow skeptical?  How might we keep the spark of curiosity alive when the systems around us feel designed to extinguish it?

At the conference, I am so grateful for the connections and relationships I've formed through the Google Innovator program and the educational technology platforms and conferences that all seek to elevate, support, and amplify educational practices and people supporting students in spaces around the country and globe. These like-minded and collaborative educators are so willing to discuss, understand, and celebrate others. Experiences remind me that community is a place of hope. 

Here are my takeaways from my time in Texas:

1. Good teaching and learning don't happen in a vacuum.

Collaboration, critical thinking, and communication are the three C's at the heart of powerful education. These aspects of learning happen when we are in community with others, sharing our stories and different perspectives. When we are willing to listen, we grow together. At ISTE, I was reminded that the most impactful practices are born from conversations that push us beyond what we already know. Great teaching is relational and deeply rooted in responding to the needs of the students in front of us. Amazing learning experiences happen when we genuinely invest in the people around us and model lifelong learning through curiosity, empathy, and excitement. 

2. To truly innovate, we need to challenge ourselves outside of our comfort zone.

I was so blessed to listen to incredible speakers, including Dan Heath, Jennie Magiera, Matt Miller, and Jason Reynolds. Their messages all highlighted in different ways that, at times, innovation demands discomfort. Innovation requires us to rethink what we've always done, even if the test scores were "good enough" or the community was seen as successful. Each message talked about embracing failure or uncertainty. It is in those challenging moments when an experience feels unfamiliar that true growth actually happens. We need to act courageously to explore the why behind the what. 

I was so fortunate to be a part of a small group in my Innovator program of women who continue to inspire me in this area all the time. From traveling to other countries to presenting innovative ideas to actively advocating for every learner, these humans make this world better. Emily, Greta, Lydia, Shira, Ashley, and Melissa - thank you for making the whole world shimmer in all that you do and for everyone you impact. 

3. Efficiency and "quick fixes" don't elevate our thinking.

I am concerned. I am concerned that AI is still so novel that many who are teaching the uses and best practices with AI are selling it to teachers as an efficiency tool that will save us all time and create innovative lessons with a few clicks of a button. Learning doesn't happen in shortcuts. Educators are intelligent, experienced, and human. What we offer our students can never be replaced. My hope in these coming months is that we don't become caught up in the speed with which AI can do for us, but rather start thinking of AI as one of the best thought partners that helps us rethink and reimagine what our classroom spaces look like. AI can challenge and stretch our thinking through continued dialogue between teachers and students (with a bot or two on the side fueling our curiosities). Instead of asking, "How fast can AI help me grade my English essays?" I want to ask, "How can we grow through this learning experience together?"

I loved learning from some amazing ladies at School AI. One of my #CHI24 teammates, Tarah Tesmer, presented an incredible session called The AI Eras Tour: Swift-ly Remixing AI Teacher PD. Leveraging pop culture and her own passion for Taylor Swift, Tarah shared so many great ways to utilize AI tools to spark creativity and joy. I loved her presentation and continue to be inspired by how her journey has shifted this past year. 

4. AI will continue to evolve, and we must be ready to rethink and reimagine how we use it.

Generative AI is shifting our learning landscapes faster than we can even chart. Again, my concern lies in how we are using it. If we are only using it to automate feedback or increase "efficiency," we are missing the larger picture. At ISTE, I saw so many colleagues and friends presenting on how to use AI as a creative partner, a feedback enhancer, and a means to personalize the learning experience. Still, we need to remain critical and ethical in how we integrate it. We do not want students to use it to replace our thinking, and we must be careful not to let it do the same for us. Let's ask ourselves how our uses and approaches to AI integration serve our students. How does it support our human connections, and not replace them? 

5. Celebrate others often and as much as possible.

Our educational spaces are better when we celebrate little wins and recognize the great work our colleagues are doing. A kind word, a card left on a desk, or sometimes just showing up at someone's classroom door can transform a person's entire week. At ISTE, I had the honor of watching my Google Mentor, also named Stephanie, amaze and inspire other educators too many times to count. This amazing lady shared her wisdom and experience with an energy that palpably filled every room and space she entered. Her work—and the work of so many colleagues I had the honor of connecting with—reminded me how deeply we need each other to feel seen and valued. The work educators do is hard, and the world continues to make our work even more challenging. When we are generous with our praise and deliberately lift each other up, we create space for innovation and curiosity.

One thing I have found myself saying in multiple spaces these past few months is that there is always room at my table. I find it sad and difficult when adults close doors on others or think there isn’t space for more educators to advocate for and support students. We are only better when we come together to collaborate. When we celebrate and support each other, our students and our community flourish.

6. Seek joy not because it’s easy, but because it’s essential.

Another incredible speaker, Kat Crawford (who goes by the Lunch Lady), approaches life with such joy and whimsy. As a fellow theatre kid, she so joyfully shared great ideas and resources in multiple presentations at ISTE. Her energy and her desire to support others reminded me that being authentically oneself is a wonderful way to spark joy. 

Joy is the fuel we need to sustain us when the weight and worries of the world overwhelm us. Joy is what keeps teachers coming back, students curious, and classrooms safe spaces. Embracing joy can occur alongside hard work and persevering through challenges. At ISTE, I saw joy in laughter, learning, and embracing the belief that what we do matters.

Even as the weight of the world presses down, the spark of joy shared through poetry, technology, and community pushes back. That push is what keeps me going. That spark is what lights the way forward.

Joy may be complicated, but it's also what makes the work worthwhile.