Reflective Teaching In A Digital Age

In this segment, Dr. Edmund Clark explains why critical thinking, communication, collaboration, and adaptability remain essential as technology advances and the workplace changes. He discusses how educators can help students question, evaluate, and apply information—including AI-generated content—to prepare for the future of work.

To listen to the full interview, visit:

https://www.reflectiveteachinginadigitalage.com/workforce-readiness

What does responsible, system‑wide AI adoption look like in higher education? In this episode, we explore how a large public university system is integrating AI thoughtfully and equitably. Dr. Edmund Clark, Chief Information Officer for the California State University system, explains why CSU implemented system‑wide access to ChatGPT, how they’re balancing equity, privacy, and academic integrity, and why industry partners say critical thinking and other durable skills matter more than ever in an AI‑driven workforce. 

Bio: 

Dr. Edmund Clark is Chief Information Officer for the California State University Office of the Chancellor, where he leads technology strategy for the nation’s largest four-year public university system. In this role, he has helped shape CSU’s first comprehensive systemwide IT Strategic Plan, co-developed the CSU AI Strategy, advanced the AI Commons Hub and AI Workforce Acceleration Board, strengthened cybersecurity through the creation of the Cyber Fusion Center, and oversaw the largest PeopleSoft cloud migration in U.S. higher education. His leadership has also helped launch shared services that are saving more than $20 million annually for reinvestment in strategic priorities. Across a career spanning multiple universities, Dr. Clark has led digital transformation efforts that support student success, research, and institutional effectiveness. He serves on the boards of 1EdTech, CENIC, and the National Center for Teacher Residencies, teaches information systems at Cal State Fullerton, and previously was recognized as Minnesota’s nonprofit CIO of the year.

In this episode, we talk with high school English teacher and teacher-educator Casey Cuny about what it really means to teach in the age of AI. Rather than treating tools like ChatGPT and Gemini as shortcuts, Casey uses them as thought partners—to design lessons, differentiate for diverse learners, and deepen classroom dialogue. We explore why today’s students are “digital natives but not AI natives,” how intentional guardrails and AI literacy can prevent an emerging “AI divide,” and concrete ways AI can actually make learning more human, relational, and equitable, from English learners to students who have struggled for years in traditional classrooms.

Bio:

Casey Cuny is the 2024 California Teacher of the Year and the CEO and Founder of Whitai.app. Cuny teaches 10th grade honors English and Senior mythology and folklore at Valencia High School in Santa Clarita, California. He serves as English Department Chair and the school’s Instructional Coach. He also teaches at National University in the Masters of Education program working with teachers from all over the country, and he was recently awarded the 2025 National University Academic Excellence Delphi Award. He is also currently working with ASU’s Mary Lou Fulton School of Education as a consultant and developer for their new California Teacher Credential program. Casey’s education software—WHIT, was recently selected as a 2026 Semifinalist for the Milken-UPenn Business Competition and was also selected as a 2026 Transcend Fellow.

In 2025, he spoke at the Open AI Forum as well as the Open AI Academy about the power of AI in the classroom and more broadly in education. In 2026, he delivered a keynote at Boston College about how AI can amplify UDL in STEAM. His passion lies in transforming classrooms through relationship-driven rigor, purposeful use of AI, and equity-focused instructional design.

References:

https://www.caseycuny.com/

https://www.whitai.app/

https://genai.calstate.edu/about/workforce-acceleration-board/casey-cuny

In this segment, Dr. Héctor Rodríguez‑Simmonds shares practical and thoughtful strategies for introducing artificial intelligence in the engineering classroom. He describes how he uses practical, approachable projects—such as building simple classifiers or experimenting with basic machine learning models—to make AI concepts feel accessible. By connecting AI to foundational engineering and mathematical ideas—and encouraging play, experimentation, and systems thinking—Hector suggests an approach for educators and students to meaningfully engage with this transformative technology.

To listen to the full interview, visit:

https://www.reflectiveteachinginadigitalage.com/criticalthinking

In this episode, Dr. Kristen DiCerbo explains how AI tools like Khan Academy’s Khanmigo are being integrated into classrooms to support both students and teachers, offering personalized feedback and assistance while streamlining educational tasks. In our discussion, Kristen emphasizes the need for ethical implementation, highlighting issues of data privacy, safety, and trust as central to responsible use. She also makes it clear that while AI is a valuable tool for enhancing education, teachers remain irreplaceable for guiding, motivating, and socially engaging students. 

Bio:

Dr. Kristen DiCerbo is the Chief Learning Officer at Khan Academy, a nonprofit dedicated to providing a free world class education to anyone, anywhere. In this role, she is responsible for the research-based teaching and learning strategy for Khan Academy’s offerings. She leads the content, assessment, design, product management, and community support teams. Time magazine named her one of the top 100 people influencing the future of AI in 2024. Dr. DiCerbo’s work has consistently been focused on embedding what we know from education research about how people learn into digital learning experiences. Prior to her role at Khan Academy, she was Vice-President of Learning Research and Design at Pearson, served as a research scientist supporting the Cisco Networking Academies, and worked as a school psychologist in an Arizona school district. Kristen received her Bachelor’s Degree from Hamilton College and Master’s Degree and Ph.D. in Educational Psychology at Arizona State University. 

In this episode, Dr. Kristen DiCerbo explains how AI tools like Khan Academy’s Khanmigo are being integrated into classrooms to support both students and teachers, offering personalized feedback and assistance while streamlining educational tasks. In our discussion, Kristen emphasizes the need for ethical implementation, highlighting issues of data privacy, safety, and trust as central to responsible use. She also makes it clear that while AI is a valuable tool for enhancing education, teachers remain irreplaceable for guiding, motivating, and socially engaging students. 

Bio:

Dr. Kristen DiCerbo is the Chief Learning Officer at Khan Academy, a nonprofit dedicated to providing a free world class education to anyone, anywhere. In this role, she is responsible for the research-based teaching and learning strategy for Khan Academy’s offerings. She leads the content, assessment, design, product management, and community support teams. Time magazine named her one of the top 100 people influencing the future of AI in 2024. Dr. DiCerbo’s work has consistently been focused on embedding what we know from education research about how people learn into digital learning experiences. Prior to her role at Khan Academy, she was Vice-President of Learning Research and Design at Pearson, served as a research scientist supporting the Cisco Networking Academies, and worked as a school psychologist in an Arizona school district. Kristen received her Bachelor’s Degree from Hamilton College and Master’s Degree and Ph.D. in Educational Psychology at Arizona State University. 

In this segment, Leslie Bondaryk shares practical strategies for building technological literacy, fostering critical thinking about AI and its outputs, integrating AI‑focused activities into everyday instruction, and positioning AI as a collaborative learning partner. Whether you’re just beginning to explore AI or refining your classroom approach, these highlights offer clear, actionable guidance for today’s K–12 educators.

To listen to the full interview, go to: https://www.reflectiveteachinginadigitalage.com/exploring-ai-in-education

Many educators are exploring ways of teaching with AI and guiding learners in responsible use of powerful computational tools. In this episode, Dr. Héctor Rodríguez-Simmonds discusses how to make AI tools accessible and meaningful, foster student agency and critical thinking, and redefine the educator’s role in a rapidly evolving technological landscape. He also provides practical insights on understanding AI, building trust in the classroom, and empowering learners to use technology creatively and responsibly.

Bio:

Dr. Héctor E. Rodríguez-Simmonds is an Assistant Professor in the College of Engineering at Florida International University. He earned his B.S. in Computer Engineering from the University of Central Florida and his M.S. in Electrical and Computer Engineering and Ph.D. in Engineering Education from Purdue University. His teaching employs a human-centered lens that highlights sociotechnical aspects of engineering practice, prompting students to consider professional responsibility, historical context, and collaborative approaches to addressing complex problems.

Initially trained in computer engineering, Héctor's early research focused on memory architectures in microprocessors. However, his experiences as a gay, Latino, neurodivergent engineer during graduate school sparked a shift toward understanding how our experiences and backgrounds shape learning and professional practice in engineering. His work now examines how students relate to tools like artificial intelligence in educational and professional settings, and how interdisciplinary teams navigate collaboration in human-centered design projects. Héctor's goal is to help future engineers develop technical expertise alongside critical reflection, innovation, and responsible decision-making skills that prepare them to address real-world challenges. 

References:

Hands-on laboratory experience is at the core of science education, giving students the chance to explore theoretical concepts through practical experimentation. But in online settings, creating meaningful, tactile learning opportunities can be challenging. In this episode, Dr. Caitlin Runne-Janczy shares how Science Interactive is expanding access to science education by designing hands-on, virtual, and hybrid lab experiences tailored for online learners. Whether you're an educator, administrator, or simply interested in the future of science learning, this conversation offers valuable insights and actionable ideas.

Bio:

Dr. Runne-Janczy is the Chief Academic Officer and oversees all curriculum development and lab creation. She and her team endeavor to create the same lab experience in people’s homes which they might experience on campus as well as create digital simulations where appropriate.

She and her team of PhD experts have built, from the ground up, over 450 individual labs across 11 disciplines. She is passionate about increasing access to STEM education by delivering new modalities of instruction. Dr. Runne-Janczy is a graduate of Marist College and received her PhD from the University of Iowa.

References:

Science Interactive

Quality Matters

Effective teaching, whether online or in-person, requires instructors to treat students as whole people, value their experiences, and create an inclusive environment where learners feel respected, supported, and capable of learning. In this episode, we explore socially embedded learning, emphasizing that learning is not just an individual cognitive process but a deeply social and emotional experience. Dr. Streveler suggests strategies to build meaningful learning connections in online learning environments. 

Bio:
Dr. Ruth A. Streveler is Professor Emerita in the School of Engineering Education at Purdue University. Dr. Streveler has been the Principle Investigator or co-Principle Investigator of ten grants funded by the US National Science Foundation. She was JEE Associate Editor for the Journal of Engineering Education (JEE), has published articles in the JEE and the International Journal of Engineering Education, and contributed two chapters to the Cambridge Handbook of Engineering Education Research. She has presented workshops to over 500 engineering faculty on four continents. Dr. Streveler’s primary research interests are investigating students’ understanding of difficult concepts in engineering science and helping engineering faculty conduct rigorous research in engineering education.