In this episode, Priten speaks with Kim Cowperthwaite, an English Language Arts teacher at Freeport Middle School in Maine who has been teaching for over 20 years. Growing up in a tech-forward household in the 1970s and later working in the newspaper industry as it faced digital disruption, Kim brings a unique perspective on technological change. She was among the first teachers in the nation to work in Maine's pioneering one-to-one laptop program starting in 2004. The conversation explores her unconventional approach to AI in the classroom—treating it like "a book or a pencil"—why she believes building community and relationships matters more than policing technology use, and how she helps students recognize when AI has written their work without making it punitive.

Key Takeaways:

• Know your students better than any detector. Teachers who build relationships with their students can identify AI-generated work by recognizing changes in sentence length, structure, and voice—no detection tools required.
• Make AI conversations transparent, not secretive. Rather than creating a surveillance culture, openly discuss how AI works, when it's appropriate, and how you can tell when it's been used—students respond better to honesty than to policing.
• Technology should amplify human expression, not replace it. Start with handwritten journals and personal ideas first, then bring in technology as a tool to enhance what students have already created on their own.
• Teaching self-control is lifelong. Help students recognize their own impulse patterns with technology—the habit of drifting to games during a thinking pause—because they'll need to manage this their whole lives.
• Focus on the goal, then find the tool. Instead of teaching specific AI technologies that come and go, teach students to identify what they want to achieve first, then select appropriate tools—this approach works for both students and teachers in professional development.