Introducing Google Calendar

So, you know how to use Google Classroom, you are familiar with your Google Drive, Slides makes sense and you’ve even dabbled with Sheets. Awesome! But have you played with Google Calendar? Better yet, have you helped your students see how using Google Calendar can help them stay on top of their school work?

Calendar is one of those applications that seems and looks simple but can actually do quite a lot, so let’s dive in!

Everyone who has a Google account has a calendar. The easiest way to find it is to look for the waffle (or go to calendar.google.com). Your students all have one, too!

 When you create a Google Classroom, Google automagically creates a calendar that goes with it. Even cooler, when you create an assignment in Classroom, Google adds it to the calendar for that Class AND it adds the event to the students’ calendar, too!

Students with more than one teacher can see all of those teacher’s classroom calendars in the same place, right here. Talk about an easy way to keep track of homework!

If you then show kids how to add events on their own and colour code them or add details, you’ve given them some great digital literacy skills, not to mention executive functioning skills!

Can Google Calendar create To Do Lists? You bet – here’s how. You can check off tasks as you do them and switch back and forth between calendar view and task view!

What if you, as a teacher, want to create time slots for appointments with parents or kids? Can do! Just follow the directions here.

Finally, you can create as many calendars as you like. Here you can see that I have made separate calendars for each of the district academies. By clicking on the box beside each calendar, I can “turn on” or “turn off” as many as I like. I can change the colours of the calendars and, if I go into the settings, I can share the calendar with other people.

As you can see, Google Calendar is a useful tool for both teachers and students!

Calendars.

When I was a beginning teacher I excitedly looked forward to creating my yearly teacher planner and choosing a fun, class -friendly calendar that I would post in my room near my desk. In my planner, I would proudly write down staff meetings, field trips, Pro-d days and holidays in different coloured pens and add stickers. My students and I would use the calendar to count down days to exciting events – it was all great fun!

Now my job is a lot more complicated and my brain (perhaps) a little less capable of keeping track of all the dates, meetings and deadlines I need to remember. I don’t have time for the cute stickers and coloured pens. I just need to get the job done in the most efficient way possible! So….I use a digital calendar. Many teachers do. Some students do. But many of us do not know the power of the calendars we use…so I thought I would write a few blog posts about digital calendars and how teachers and students can make better use of them!

First off, in my district teachers have access to the calendar that comes with Outlook and teachers and students also have access to Google Calendar.

Now, I do not want to have to keep and update two calendars, so which should I use? If I were still in the classroom, I would stick with the Google calendar. But since most of what I add to my calendar these days is appointments and meetings, not assignments, I generally stick to the Outlook calendar.

What if I want to combine them? Well, what I found after several hours of playing was….I could move a “snapshot” of one calendar over to the other but anything new that got added required me to add a new snapshot. Waste of my time but I guess I was dreaming to think that I could successfully get two rivals to play well together, right?  

According to my research, there are ways to do it using another app, but I’d have to pay money (not doing it) and/or trust an app I don’t know much about with potentially sensitive data, like the timing of IEP meetings, etc (also not doing this). So, my conclusion is, pick the one you feel you live in the most and make that your calendar. Get used to adding things from the other one occasionally. Sigh. For me, that’s going to be Outlook. Again, if I were still in the classroom, I would likely choose Google.

So, next week I will focus on Google. I’ll look at some tips and tricks for using it as well as talk about how we should be encouraging our students to use a calendar for planning and homework. The week after that I’ll focus on Outlook.

And now that I’m totally frustrated with not being able to do what I wanted to do, I’m going to get out my coloured pens and stickers and play for a bit. Maybe I’ll plan my next vacation? See ya next week!

What You Say Is What You See!

I enjoy drawing but I have to be brutally honest and say that my drawings rarely turn out as spectacular on the page as they are in my head. If only I could use my words and magically describe what I want my paintbrush or pencils to create. I would prompt my brush to paint a lush, green tropical jungle with a small path meandering through the palm trunks and bright flowers blooming everywhere. Kind of like this:

Did I draw this? Well, not really. The words were mine but the image was created using Artificial Intelligence. Now, I don’t for a minute suggest that we start having students use AI to create their art for them. But I have seen some pretty neat uses of AI-created images lately and one of the best ones I’ve seen came from a West Vancouver Schools educator, Megan Roughley. Megan teaches a Grade 6/7 class and she has been working on using descriptive language with her students. Her challenge to them?

“Picture yourself as an architect of imagination, constructing landscapes with your descriptions. Your task is to create a prompt that summons images as vibrant as a technicolor dream, using language that dances off the page like fireflies in a summer night’s sky. 

Your prompt should include a simile, a metaphor, and sensory details.”

Megan gave them several examples and, as a final option, she told them they could load their prompt into Canva’s Magic Media Text to Image tool to see what their prompt created. Here is an example from one of her students:

I love the fact that Megan is using AI in a way that allows the students to immediately (well, in a few minutes anyways) see the results of their prompt. From there, they can choose to alter the language of the prompt to have the scene more accurately reflect their imagination.

I saw a similar exercise in the fall, where a high school teacher had students writing descriptions of Halloween monsters and then seeing what AI could generate from their prompts.

If you were working with younger students, you could have them share their prompts with you and you could load them into an AI image generator.

On a related note, Google has developed an Ai tool that gives you an image and then asks you to write a prompt that will generate a similar image. How well can you write prompts? Check out Say What You See. No sign in or username/password required!

This One’s For The Parents!

Lately I’ve had quite a few requests from both parents and teachers about how to help students develop the skills they need to navigate our digital world and what to do when they get in over their heads. So, while I normally write this blog for educators, today’s post is written for and dedicated to those parents who are working hard to help their little digital native stay safe in this crazy world. Here are my top tips for parenting your cellphone-toting, AI-talking tots, teens and in-betweens!

Communicate

This seems too simple to be the first thing on my list but, truly, everything else flows from here. It’s as simple as talk and listen. Talk with (notice I did not say TO) your children and then really listen (really listen) to what they have to say. Discuss family values and be open and honest with them about your concerns about things like cyberbullying, and predatory online behaviour. Then listen when they tell you about the online game they love playing or the reason they feel they need a cell phone. You don’t need to agree with them but you do need to listen. If they feel you are willing to talk (and not judge), they will be much more willing to come to you when they really need help! Finally, reassure them that you will love them no matter what and that if they get in trouble online or otherwise, you will be there to listen and help them. Growing up today is hard…your kids need an ally (but one with a backbone!)

Make a Plan…Together!

Every family should have a digital contract that outlines how, why and when digital tools should be used and owned. Create the contract together and be willing to adjust it as children age. There is nothing wrong with having one contract for your 4 year old and a different one for your 14 year old. Everyone in the family should sign the contract and then keep it somewhere central (like the fridge door) so it can be referred to when  necessary. In the contract, consider things like:

• Where devices can be used in the house. Please do not allow children to use devices completely unsupervised. They should not be tucked away in their bedrooms or down in the basement with a device. They should be in a central part of the house, where an adult can (and should) be nearby often.
• When devices can be used. This is really a family by family decision but I would advise having some times and/or days where no tech is allowed. No cell phones at dinner (parents included) or no tech on Sundays
• Ages and Stages. While I can’t see a reason for a 5 year old to have their own cell phone I do think that getting by in high school without one can be tricky.
• How devices can be used. I was okay with my 10 year old using my phone to play multiplication games on the way to school but not okay with her mindlessly watching Tiktok videos for hours. Make sure you consider things like “how much time can they spend playing online games?” or “are we okay with Messenger but not Discord?”. If they say they need the device for homework, ask interest-not-inquisition types of questions…what homework, is it hard or easy, do they need help? If they are spending hours and hours of time on homework, maybe check with their teacher. Are they not working in class? Is the work too hard? Or are they (the kids) maybe playing loose and easy with the truth?
• Consequences for breaking the contract. Spell this out specifically. If they misuse the device, what will happen and for how long? First offence or regular offender? Kids may not be happy to sign off on these consequences but stick to your guns on this. Understanding the realities of cause and effect is important learning…for all of us!

There are many contract examples online that you can use to get started.

Play, Learn and Model

One way to keep communication flowing is to spend time with your kids, doing what is important to them. Are they interested in Minecraft? Sit down with them and ask them to show you how it works and how they build things. Do they like TikTok? Find out what’s trending and create your own derpy, embarrassing version of it with them – even if you don’t post it, you’ll likely have fun! Explore different apps and platforms together and even if it’s not your jam, join in, be curious and let them teach you…be curious! Show them you are interested in their digital world and let them know they are important to you.

In terms of modelling, our kids are constantly watching and learning from us, so be mindful of your own digital habits. Put down your phone during family meals, limit screen time before bed, and model the kind of responsible online behavior you expect from them. Monkey see, monkey do!

Everyone Needs Balance

Even though I love playing with technology, I am aware of how tired I get when I am on my device all day and I know how much better I feel if I get outside and ride my bike, walk my dog or sit on a rock at the beach and watch the world go by!

No one should be on a screen all day – it’s not healthy. In fact, before the age of two, the Canadian Paediatric Society recommends no screen time at all, and children aged two to five should have less than one hour per day. I would personally extend that “less than an hour” up to even 6 or 7 years. By the way, that screen time includes tv! And yes, there are different types of screen time. I would much rather see a child “creating” instead of “consuming”. Building in Minecraft or playing a math game ranks higher than mindlessly watching silly cat videos on Youtube.

And don’t forget to model this behaviour – you need a break from screens, too!

Remember Who The Parent Is

This one seems a no-brainer, but I can’t tell you how many times a distraught parent has told me that their son or daughter won’t get off their device, is playing online until midnight or doesn’t want to do anything other than watch Youtube videos.

I have a few responses to these problems. First off, better proactive than reactive. Refer back to the paragraphs on creating a tech contract. If your contract states “no devices after 8” then they should not be online at 9 and, as the parent, you have every right to dole out a consequence. In my house that would likely be the loss of the device for a few days. Make sure you engage them in other activities so that digital is not their only choice. Have them help make dinner, get out for a family walk, read a chapter book as a family – when they are still little they want to do what you want to do so give them loads of alternatives!

Second, read the fine print. Many of the apps and sites your child wants to use are actually not designed for children. Learn how to deal with privacy settings and talk to your child about why they are important. This site has some great information!

My second response is “who pays the bills?” Of course, the parent does! If your child is still playing online games at 12 am, turn off the wifi! Take away the device. They might have bought the cell phone with their own money (not likely) but they do not pay the cell phone bill – you do! So, limit their data or cut it off completely for a few days. 

Yes, they will be upset. Face it, there are loads of things you are going to do as a parent that will make your child upset. It’s part of the job you signed up for when you decided to have kids!

I will acknowledge here that these tips can be harder to carry out if you have two or more households and the rules are different in each one. It’s hard to limit screen time at one parent’s house when the other parent appears to have no rules. Try to work as partners – after all, neither of you wants a child who gets in trouble online. If that doesn’t work, stick to your guns with the rules at your house. Your kids might not love it, but if they know you love them, eventually they will come to terms with the differences.

I Still Need Help!

If you feel you’ve tried everything and you still need help, pull in the other members of your “village”. Talk with your child’s teacher or principal. Maybe they have advice or observations about your child that could help. Ask other trusted adults to step in if you are worried. Make sure that if your child has online friends their aunties, uncles and grandparents are included in those friend circles. Look out for your friend’s kids and ask them to look out for yours!

Use online resources. Common Sense Media and Media Smarts have some great digital parenting tips and tricks. Check to see if there are community groups that you can access. Here in BC, check out the erase website – they have loads of great links and resources. Many school districts set up digital parenting talks during the year – keep your eyes open for announcements about these! 

Wow! Being a parent isn’t easy, is it! It’s kind of like a full-time job of being a flaming knife juggler riding on top of a unicycle with a flat tire all while trying to escape a mad troupe of monkeys who simultaneously want your attention and yet want nothing to do with you. Lean on your friends, reach out for help and educate yourself….trust me, you’ve got this!

PDFs in MagicSchool – Pretty Darn Fantastic!

If you’ve been paying attention to the AI/Education world lately, you’ve likely run across MagicSchool AI. While not the only entry into the K-12 AI arena, it is one of the best, with loads of tools to help teachers.

Recently, Magic School added the ability to upload PDFs to many of their tools. Up until this, you have been able to copy and paste information into many of the tools….which is helpful if the information you want is “copy-able”. But not all PDFs are copyable and sometimes it depends on the tools you have access to, like Adobe.

If you want to know which tools can use the PDF upload, look for a paperclip icon (see below):

There are some limits to the upload. You are limited to a text of 4000 words and if the PDF has loads of diagrams and images, it might not work as well.

I tested it with 3 different PDF docs and they worked well (after I figured out the 4000 word limit). The three tools I used were: Multiple Choice Assessment, Text Summarizer and Text Leveler.

Before we leave MagicSchool world, I thought I would mention a few other tools. One is the Standards Unpacker. With the Standards Unpacker, you can put in any curricular standard and the unpacker tool will give you the key components, learning targets, and instruction and assessment strategies. If you are teaching a new subject or new grade, this can be a great place to start! I put in a Chem 11 Learning Standard and it broke it down into manageable chunks for me.

Another one is the Math Story Word Problems. For this one, I chose 3 digit addition and the subject was Taylor Swift’s concerts. I got some pretty good questions and I love the fact that you can specify the topic. However, when I went to change the topic, I did get a great indication of the fact that AI is not always right! When I changed the topic from Tay-Tay’s concerts to Connor Bedard’s NHL stats, the AI hallucinated and told me that Connor has scored 278 goals in his NHL career…which he hasn’t (although I have no doubt that he’ll get there some day!)

If you haven’t played around with MagicSchool AI yet, you owe it to yourself to give it a try! If you teach in my district, make sure you create your account with your wvschools email address – we currently have a trial of the premium version for our teachers!

Digital Detox

Some time ago, I was shopping for a new journal. I came across a “digital detox” journal. Imagine – a whole year’s worth of advice and planning about how to take a step back from your digital life. Not the kind of planner I was looking for so I put it back on the shelf and forgot about it. At least, I thought I forgot about it.

But the idea keeps popping into my head. Do I need a digital detox? Maybe. I am probably too attached to my phone and could use a bit of a break from it.

https://www.ekincare.com/blog/others/digital-detox-a-mental-health-reset

Let’s think bigger picture, though. In my school district, we allow, actually, we encourage students from Grade 4 to 12 to bring a device to school every day. This has resulted in all kinds of incredible learning opportunities for both students and teachers. Digital technology, when used in a meaningful, purposeful way can make a real difference to student engagement and give students an opportunity to learn and practice future forward skills.

So, why does digital detox keep jumping into my brain? I think it’s because of the phrase “when used in a meaningful, purposeful way”. What happens when the technology is not being used in a meaningful, purposeful way? What happens when the technology is being used just because it’s there and because kids like it and because they are therefore less likely to behave poorly? What happens when we, as teachers, start sliding down the slope of using digital technology as a pacifier and in-class babysitter?

That’s when it’s time for a digital detox. Time for a reset. Time for a rethink. How and when are we using the technology? What does meaningful use look like? Is the use of technology in our classroom causing less interaction between our students, less face-to-face time or less hands-on play and exploration of learning?

Digital detox. It does not have to be complete, it could be partial. One day a week with no technology or no tech from 10 to 11 every day or no tech during (fill in the blank). What might work in your room or school?

It does not have to be temporal – it could be spatial. No tech in the hallways, at the back counter, while on the couch in the classroom (all places, by the way, where I have recently observed students using technology in a non-meaningful way).

And a detox does not have to be permanent. It is a chance to reflect and be honest with what is happening in our classrooms and why. Are we truly using digital technology in an educationally sound way? I am sure that most of the time we are! But what about when we aren’t?

Every situation is different, so I don’t want to suggest one perfect fix. I mean, look at me! I spend too much time on my phone! What I am suggesting is that we take the time to think about how we are using the devices we have in our rooms. If we are using them as digital babysitters or pacifiers or distractors…or as digital white noise…we owe it to our students to rethink what we are doing. Is there a place or time in our classes where a digital detox might be a good idea?  

Another AI Post

Yep…it’s another AI post. You might be excused for thinking “does she have nothing else to write about?” (The answer is yes, I do, but I have a million other things to do tonight and a looming deadline so I’ll grab at the low-hanging fruit. This time…)

Imagine you are a Science 9 teacher and there is some spare time in class. You know if you give the students “free work” time over half of them will misuse it. You need a quick activity to get them thinking and talking. Time to pull out an AI Snapshot from the people at The AI Education Project!

What is an AI Snapshot? It’s a quick look at an existing AI issue along with questions designed to get your students thinking about the topic at hand! You can use these as a whole class activity or give them to small groups of students. Truly, there are many ways you can use these!

The deck starts with a few intro activities, to help students learn something about AI. From there you can choose activities by subject, like Math, Science, ELA and Socials. They do state that none of the cards require special subject knowledge so you can actually use any one of them.

There are three kinds of cards. The first is “Google It” warm-ups. These cards require students to use Google to tell fact from fiction or learn more about a prominent figure in the AI world.

The second kind of cards are the regular ones and they make up the majority of the deck. On one side of the card, students are given an AI scenario, with a schedule. On the other side of the card there are points they should consider or further questions.

The third kind of cards are the “design challenge” cards. Each one of these presents students with a problem that could be solved using AI, along with further things to consider.

The second and third cards don’t necessarily have “right” answers but they are a great way to promote discussion and thought around AI.

The AI Education Project site has lots of other resources for teachers to use. If you are interested, give it a look!

A.I. Pro-D

Today was a Professional Development Day in our district. We had a fantastic keynote from Dr. Jennifer Katz – it was a great way to start off the day.

After that, I ran a session on using AI to support student learning. I was joined by Alex Bleim, a 4 / 5 teacher from one of our local schools.

During the presentation I told the attending teachers that I would share the slide deck with them, but I knew there were also some other teachers that were unable to attend the session who might be interested in what was discussed. So, I figured the easiest thing to do would be to put the presentation here, on my blog. So, here it is, with a few notes to go with some of the slides (click on the picture)…

The first slide has a link to a padlet. Slide 5 shows the three main types of AI, slide 6 refers to the fact that only about 4% of teachers have tried AI.

Slides 9, 10 and 11 are great resources to use when talking about AI use with your students. Slide 13 has a number of helpful links. The first one is a link to a document that shows how to cite generative AI. The second is a link to the IB stance on AI. The third is a link to a number of resources for teachers to use and the 4th is a link to some great units to use to help teach your students about AI.

Slide 15 shows the main teacher-use AI tools that we talked about in the session. Here’s a bit about each one:

Curipod.com – Curipod is kind of like Kahoot meets Pear Deck with a side helping of AI. It is a tool where teachers have an account and students participate through a code. The version I shared today was an exit ticket slide. The question on the exit ticket was “When do you think artificial intelligence was first developed?” Everyone (the students) answer the question. When you (as the teacher) see that all of the students have answered, you click the “feedback” button. AI then scans each students’ answer and gives them feedback, based on how close their answer was the the real answer. Students do not see each other’s feedback, only their own. You, on the other hand, have a record of all of their answers as well as the feedback Curipod gave them.

Goblin Tools requires no sign in and has a small number of tools designed to help with executive functioning. In particular I like the Magic ToDo tool that breaks large tasks down into smaller steps.

Canva Magic is AI that helps with a variety of tasks you might need to do while using Canva, from generating images to writing. Other (better) tools are available for the writing but the image tools are neat to play with. You might have a hard time finding an image of a unicorn riding a unicycle for your lesson on the letter U, but using Magic you can generate the image easily.

Diffit and MagicSchool are the real heavy hitters of this bunch. With these two AI tools in your pocket you can produce lesson and unit plans, generate report card comment and rubrics, change the reading level of texts and translate work into different languages. If you check out any AI tools for helping you in the classroom, give these two a look!

Paddle to the Sea

When I was in elementary school, watching a film (they weren’t called videos) was a big deal. The film canister and the projector would be wheeled into our room, the screen would be set up, the lights turned down and then…the film would start. It didn’t happen often and it was memorable when it did. Two films stand out in my mind. One was “Paddle to the Sea”. It followed the journey of a little carved canoe all the way through the Great Lakes to the ocean. It was the first time I realized how big Canada was. The second film was “The Log Driver’s Waltz”. It was a cartoon and it played often on tv and even before movies in the theatre, I think.

What these two short films have in common is that they were both created with support from the National Film Board, an iconic Canadian Media company that has been in existence since May 2, 1939. The NFB has an English site and a French language site, known as the ONF.

The National Film Board has hundreds of films covering all kinds of subjects, from reconciliation to immigration to…log rolling! Access to much of the NFB is free and available to anyone.

However, there is another layer available to educators – the NFB Campus Edition. With Campus Edition, teachers can access educational playlists organised by topic and age. For instance, in Environment and Stability, there are films like “Meltdown”, an animated story for 5 to 8 year olds about a polar bear looking for a new job when the polar ice melts; and “Lords of the Arctic”, a documentary about polar animals aimed at 15 to 17 year olds. Educational Playlists include topics like Arts and Language, Diversity and Inclusion and Indigenous Cinema.  

Along with the curated playlists, teachers can create their own playlists. They can also “snip” bits of films out to use when they don’t want to show the whole film.

NFB has Professional Development sessions teachers can access as well as Study Guides for hundreds of their films and mini lessons for others. 

Finally, within the Campus Edition, educators have access to Ocean School and Media School.

Ocean School is a comprehensive environmental resource aimed at students 11 to 15 years old. It encompasses subjects from Biology to Geography to Career Education, using videos, short films, interactive activities and lesson plans. As an example, a lesson called “Coral Morals” covers biodiversity, genetic engineering, ethics, artificial selection, evolution, inquiry and human impact. This section of the NFB website is packed with incredible learning, teacher resources AND it’s available in both French and English!

Media School is an entire course on media production and digital storytelling. Aimed at students 13 to 18 and guided by professional film-maker Paul Tom, NFB has provided teachers with everything they would need to equip their students with the power to tell their own stories. 

The NFB website is rich in Canadian stories, documentaries and incredible opportunities for teaching and learning. It covers our country from east to west, sea to sea in a way that very few digital resources do. You owe it to yourself and your students to take a look!

Teachers in BC have access to the NFB website and films through Focused Education Resources. To find out how to create a teacher account, check with your teacher-librarian.

Pretty Cool!

I’ve written before that there are currently no generative AI tools that are deemed safe for students to use, from a privacy and data security standpoint. However, if there were an AI tool that did not require students to log in, a tool that did not collect any Personal Identifiable Data from students, that would be pretty cool, right?

Say hello to AI Tutor Pro! Ai Tutor Pro is a prototype app created by a Canadian not-for-profit education organization called Contact North / Contact Nord.

AI Tutor Pro uses generative AI to help students learn and check their learning on topics they are interested in. Right on its front page, AI Tutor Pro reminds students that AI is not always reliable and that they should check their answers, especially when it comes to Mathematics.

The app has two tools, called Check and Grow. In both of these, you can type in a specific topic or question you have and, using the Socratic method of questioning, the AI will probe your knowledge and help fill in gaps. Check is obviously designed to “test” your learning and help you learn more.

When I tested it, I asked it to tell me about lunar cycles. In a matter of seconds, it asked me the first question and then, when my answer was incorrect, it gently corrected me with the right answer and then asked another question.

Before I started, I turned on the Summary tool. When I was finished with my session, Tutor Pro gave me a table summary or questions and answers. There is also a little copy button that would allow me to copy (and then paste) my entire session on a doc. Pretty cool, right?

Using the “My Content” feature, you can also paste in a text you want to test yourself on or learn more about. The current size limit is about 2200 words. From that text, Tutor Pro will ask you questions, pulled from the text.

For this example, I chose to dump in the first three paragraphs of Wikipedia’s page on Orca Whales. Within seconds, Tutor Pro was asking me questions. Here is an example of how it corrected me when I put in an incorrect answer:

Tutor Pro pulled loads of questions out of those three paragraphs. Frankly, I got tired of answering questions before it stopped asking them!

And when I tried to “break” the tutor, by tasking it with telling me how sex works (you know some kid is going to ask a question like that, right?), it responded with “Unfortunately, I am unable to comply with that request.”

The Grow function works the same way, except that you get to choose your level of learning - introductory, intermediate and advanced. When I tested the levels, it seems that Introductory would be sort of middle school level (Grade 5 to 8), Intermediate more high school and Advanced more post-secondary. I only tested it on one subject though, so that is just a best guess. The questions and understandings definitely got harder as the level went up!

We’re still in early days with AI. There is nothing exciting or really unusual about the Tutor Pro interface. Its functionality is basic, but it is effective at what it sets out to do! And, its Privacy Policy and Canadian origins make it a tool I would not hesitate to allow my students to explore.

Take this same basic idea and look ahead a few years (maybe just months). It is easy to imagine how a company could take the bones of an app like this, create a cute little animated mascot (Socks the owl) that can talk to users as well as understand users’ spoken questions (in any language) and TADAAA! You have an app (I’m going to call it “Socks Answers”) that will tirelessly answer every question an inquisitive 6 year-old might have. 

Learning is about to change, people. And it’s pretty cool.