NotebookLM has become a popular tool for students and teachers. We commonly hear that both groups like NotebookLM because it supports the student without doing the work for them. We'll look at some of the ways that teachers and students use NotebookLM and what that may suggest about how AI can support learning and learners.

The real promise of this moment focused on AI in education isn't about the technology. It is a chance to refocus on what has always mattered most including designing learning environments grounded in the science of learning, strengthening the skills that students will need long after the tools have changed, and prioritizing relationships and human connection that an algorithm cannot replace. This is our opportunity to look past the hype cycle and ask how we build classrooms where AI becomes one more resource in the service of something far bigger.

Most AI tools for teachers are built somewhere else and dropped into classrooms. This one was built with them. Over the past year, we've been working with public education ministries in Mexico and Argentina to co-design an AI-powered pedagogical assistant for teachers — starting not with the technology, but with surveys of 5,000+ educators about what actually slows them down. The answer wasn't surprising: lesson planning, adapting materials for mixed-ability groups, and navigating official curriculum requirements take up more time than most education researchers assume. The assistant we built — Digimente IA — does something deliberately simple: it asks teachers about their students before generating anything. Group size, learning needs, school context, curriculum alignment. The teacher's knowledge comes first; the AI fills in labor. We also worked with ministries to fine-tune the system using official curriculum frameworks and materials, aligning outputs with public school realities. In this workshop, participants will explore the design decisions behind that approach, test the tool's core interactions, and work through a case from a real teacher in a rural school in Hidalgo, Mexico. We'll also be honest about what didn't work in the beta and why context-collection is harder than it sounds. No prior AI experience required.

Our specialist maths school is located awkwardly in North London and yet our students travel from as far as Kent and Berkshire which are gruelling 2-hour commute each way. Why do they do this? It cannot be to secure knowledge as they can do this through AI and still ace their exams as they are the brightest in the country.

We asked our students and they said that they found value in learning with each other (all fellow maths geeks!) and also in our teaching. How can that be when AI is a better mathematician than me or my learned colleagues?

It comes down to the philosophy of our school, where maths is taught so that the student feels as though they could have invented it. I wish to showcase 5 to 10 lessons that are taught more meaningfully than the curriculum allows (e.g. hyperbolics is just regular trig with imaginary angles). We create a rich experience for students using AI tools so they feel as though they could have invented the maths themselves had they been under the tutelage of Newton or Pythagoras.

This session encourages people to, at least temporarily, "drop in" in their AI-ing. We're all using these tools and most of us have a healthy skepticism. But, there's something important and valuable about how we do things when we're not hesitating. You'd be exploring this idea and leave as a more confident practitioner of AI. Think — I'm taking a ski/tennis/rock-climbing lesson with a pro, but it's actually AI.

In the session, we'll explore what the least hesitant AI-ers are doing in education and in software development, and work to remove some of our own hesitation through naming it, solving for it, and understanding a few concepts about what "AI" really is, so that we can lean into it when that that's the first thing to do.

AI is arriving in classrooms faster than most schools can respond — and the gap between teacher anxiety and leadership strategy is widening. This interactive workshop brings teachers and school leaders into the same room to close that gap together.

Participants will move through a structured learning arc: grounding in the real state of AI in their school, hands-on exploration of practical tools (Gemini, NotebookLM, and others), an honest conversation about ethics and equity, and a collaborative 30-day action planning session. Every activity is designed for a mixed audience — because lasting AI integration doesn't happen in silos.

Attendees leave with three things: hands-on experience with AI tools they can use immediately, a shared ethical framework for responsible use, and a concrete school-level action plan built together in the room. No jargon. No hype. Just tools, trust, and a strategy that keeps the human at the center of every decision.

Educators today are navigating increasingly complex classrooms, supporting students with diverse learning, behavioral, and emotional needs in real time. Research in education and cognitive science consistently show that while evidence-based strategies for supporting neurodivergent and twice-exceptional (2e) learners do exist, they are often difficult to access and even harder to implement in the moment they are needed. This creates a persistent gap between evidence-based knowledge and real-time classroom practice. This session examines how emerging applications of AI can help close that gap by improving access to evidence-informed content from leading organizations in the learning and mental health fields. Drawing on a collaboration between CHC (Children’s Health Council), REEL (Resilience & Engagement for Every Learner), and incorporating the lived experience of an educator and school administrator, we will explore how strengths-based, neurodiversity-affirming frameworks and strategies can be translated into real-time, actionable guidance for educators.

Using Ellis, a research-informed, chat-based thought partner designed to provide vetted strategies for classroom decision-making as a case example of a valuable use of AI in the classroom, the session will highlight key research-aligned design principles, including: - Translating evidence-based practices into contextual, decision-ready guidance - Embedding strengths-based and neurodiversity-affirming frameworks into applied tools - Supporting educator cognition and decision-making under time constraints - Maintaining human judgment and professional autonomy in AI-supported environments

As schools integrate generative AI, immediate student access to Large Language Models can introduce compliance and pedagogical risks. This session offers a Scaffolded Gatekeeping Framework™, a plug-and-play model adaptable to any school context globally. By building an AI literacy foundation early, schools can create a safe, thoughtful, and human-first culture around the technology. The framework also centers around family partnership initiatives and staff professional development strategies. Attendees will leave with a roadmap for a K-8 AI literacy strategy that places the importance of humans first so that when students get authorized access to these tools or encounter them outside of school, they are prepared to use them safely and critically.

As artificial intelligence reshapes the workforce, the stakes for young people have never been higher. Entry-level jobs are shrinking, employers increasingly expect AI proficiency, and those who can effectively collaborate with AI tools will have a distinct advantage in future economic opportunities. Yet, many underserved public schools across the country—and in New York City in particular—remain slow to adopt meaningful AI learning experiences. In a city where approximately 80% of public school students identify as Black or Brown, this delay risks widening existing opportunity and wealth gaps.

In this session, educator and AI consultant Addy Salau shares lessons from the Relevant Futures AI Discovery Lab, a six-session pilot at Bedford Academy High School in Crown Heights serving 20 freshman girls. Students strengthened their understanding of AI, engaged in rigorous civic discussions about its implications, and ultimately used AI tools to design projects rooted in their own curiosity and vision for social impact. This talk argues that expanding access to AI education is not simply about technology adoption—it's about ensuring that imagination, creativity, and economic mobility remain within reach for all students during this pivotal moment in history.

As AI tools become increasingly accessible, the most important classroom shift is not choosing the right tool, but helping students develop the durable skills needed for future human flourishing. Whether students are actively using AI or simply living in a world shaped by it, they need opportunities to build trust, practice transparency, and strengthen their thinking.

This workshop session explores practical AI-integrated classroom routines that help students understand how AI works, engage with it honestly, and remain active participants in the learning process. Participants will examine routines that promote transparency around AI use, foster trust between students and teachers, and encourage critical thinking, metacognitive reflection, evaluation of outputs, and thoughtful decision-making over time. Rather than focusing solely on what AI can do, this workshop centers on the classroom structures and habits that help students grow in agency, discernment, and wisdom.

In the age of artificial intelligence, young learners need opportunities to explore ethical issues created by the increasing integration of technology and AI into our world. YA sci-fi author Nicole Marie will lead choose-your-own-adventure discussion activities that invite participants to consider the consequences of using AI.

As AI reshapes how we learn, work, and create, the most valuable skills may be the ones technology cannot replicate. Manpreet Singh explores how educators and leaders can thrive alongside AI by cultivating uniquely human strengths.

An interactive experience for educators and learning designers to understand the power of fictional characters as facilitators of children's creative learning experiences, including character-based reflection, DIY activities, AI animation, and a “character petting zoo.”

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Curiosity Games: Project Mars is an immersive Algebra 1 learning platform that combines game-based learning, adaptive AI support, and real-time analytics to boost student engagement and mastery while keeping human-centered learning at the core.

Build A Teacher turns real classroom materials into interactive AI teacher clones that teach the way your teacher does, learning from lessons to capture voice, tone, pacing, and teaching style.

This poster challenges the default design of AI tools that target children directly by exploring how AI can support whole child flourishing through parents, caregivers, teachers, and other adults who shape a child's environment.