AI and Equity: Bridging the Digital Divide in Education

Think about our classrooms as bridges. They are not only bridges over gaps in knowledge, but also bridges over gaps in opportunity. Artificial intelligence has incredible potential to close those gaps. Yet that potential will only be realized if every student, regardless of zip code, has both access and support. Without that commitment, the bridge may collapse into a deeper divide rather than unite learners across it.

In every district, there are students who go home to high speed internet, quiet study spaces, and personal devices that connect them instantly to the world. Yet others return to crowded homes where Wi Fi struggles to connect, devices are shared, and even basic access is uncertain. That difference is not just inconvenient. It is unjust. It shapes who gets to explore the possibilities of AI and who does not.

Researchers have called this the second digital divide. The first divide was access to technology itself. The second divide is about digital literacy and connectivity. And now, we face what many are calling the third digital divide. It is the divide between those who have access to AI tools and those who do not. This divide will determine who can harness AI to learn faster, think deeper, and create more freely. We cannot allow the benefits of this new technology to be reserved only for those who already have advantage.

Thankfully, there are efforts taking place that give reason for hope. Here in California, the Closing the Digital Divide Initiative is working to bring both devices and training to underserved districts. The State education department has begun introducing professional learning focused on AI so that teachers and students alike can learn how to use it responsibly and creatively.

Beyond California, international programs like the EDISON Alliance and grants from the European Commission are supporting similar efforts around the world. They are providing affordable broadband, teacher training, and modern devices to communities that need them most.

Closer to home, partnerships such as the ConnectEd Initiative are working with Apple, AT&T, and Microsoft to bring high speed internet and instructional support directly to schools. These collaborations matter. They show what can happen when the public and private sectors work together toward a shared goal.

To truly bridge the AI divide in our TK through 8 schools, we need a strategy that covers four essential areas.

Infrastructure First

Access to reliable broadband must be the foundation. Schools and homes alike need dependable connections. This means tapping into state and federal grants, forming partnerships with local internet providers, and ensuring that connectivity is no longer a barrier to learning.

Affordability and Devices

Every learner deserves a working device and a quiet place to use it. This can be achieved through district programs, grants, and creative partnerships that refurbish used technology. It should not depend on chance or charity. It should be part of a sustainable plan.

AI Literacy for All

Once access is achieved, we must make sure that teachers and students understand how to use AI thoughtfully. Through workshops, digital literacy frameworks, and districtwide training, educators can learn how to embed AI into their lessons while guarding against bias and protecting student privacy. The goal is not to turn every student into a coder, but to help them become critical thinkers in an AI world.

Community Engagement and Trust

Equity is not only about hardware and software. It is about relationships. Hosting family nights, sharing clear information about how student data is protected, and showing how AI supports learning builds understanding and trust. When families feel included, true equity follows.

What This Looks Like in Action

At one of our partner districts, a fourth grade classroom began using an AI reading companion that adjusted story difficulty to match each child’s reading level. Yet the real success came from what surrounded the technology. The teacher worked closely with a volunteer mentor to provide individual feedback and encouragement. The technology did not replace human connection. It enhanced it.

In another situation, teachers began using AI to help design project based lessons. Students explored local agricultural data and used AI tools to brainstorm solutions for water conservation. Because the teachers had clear protocols and training, AI became a coach that extended their creativity, not a shortcut that replaced it.

These are not stories about technology alone. They are stories about people who chose to use technology in service of learning and inclusion.

There will be challenges ahead. Some areas still lack broadband. Some families still cannot afford devices. Some teachers still feel unprepared to integrate AI effectively. The road to equity is never smooth, but it is worth traveling. Digital Promise reminds us that equity is not a single project or product. It is a comprehensive approach built on leadership, resources, access, and ongoing support. We must keep checking where gaps remain and continue refining our strategies as technology evolves.

Our vision for the future is clear. We want every student, from the foothills to the cities, to have equal access to AI enhanced learning. We will achieve that by building partnerships with local organizations, nonprofit foundations, and technology companies that share our commitment. Together, we can provide reliable infrastructure, continuous AI literacy training, and community based digital navigation programs.

When AI is truly equitably integrated, it becomes more than a privilege. It becomes a right. And when that happens, every student can step confidently onto that bridge of opportunity. The beauty of education is that it gives us all a chance to cross together.

Until next time...

Listen to the Educator Forever Podcast

I enjoyed being a guest on the Educator Forever Podcast. It is always enjoyable to share about our profession and my book Impact Mentoring.  Listen here:

Educator Forever Podcast 

Student Perspectives on AI: Navigating the New Learning Landscape

When I walked into one of our classrooms and overhear a student saying, “I used ChatGPT to help brainstorm,” I  was immediately intrigued. That short sentence held   a ton of meaning. It carries curiosity, empowerment, and perhaps a little uncertainty too. Students today are not only using artificial intelligence in their learning, they are also wrestling with what it means. They are shaping the future of how we use these tools before most adults have even finished forming an opinion.

Every generation of students has grown up with a new learning technology that changed the way they think. For my generation, it was the arrival of the internet and search engines that replaced encyclopedias. For this generation, it is AI. Their classroom experiences are being transformed by tools that can generate text, answer questions, and summarize complex topics in seconds. The change is not just technical. It is cultural. It is changing what it means to learn, think, and create.

According to a recent Pew Research Center study, about one in four teens in the United States reports using ChatGPT for schoolwork. That number has doubled in a single year. AI is no longer a niche tool used by a few. It has entered the mainstream, becoming part of the modern student toolkit. When I ask students how they use it, the answers vary widely. Some say they use it to check their writing. Others use it to get ideas or to organize their thoughts. A few admit that they use it to finish assignments faster.

There is no single pattern that fits all. What stands out is how quickly they adapt. The technology does not intimidate them. They approach it with a mixture of curiosity and caution, aware that it can help but also aware that it can blur the line between their effort and the computer’s help. Students are not blind to the concerns surrounding AI. Surveys show that most teens see value in using ChatGPT for research or brainstorming ideas, but fewer believe it should be used to write essays or solve math problems. One study found that while more than half of students believe AI enhances learning, nearly a quarter feel uneasy or unsure about it.

Those mixed feelings make sense. Many of them know that using AI the wrong way could mean skipping the hard work that leads to real understanding. I have had students tell me, “I like it for ideas, but I do not want it to write for me.” That statement captures a lot of wisdom. They are already setting their own boundaries, recognizing that using AI to learn is different from using it to avoid learning.

In universities, the same tension exists. Studies show that more than two thirds of college students have tried ChatGPT. Most use it for brainstorming, summarizing readings, or organizing their thoughts. Yet when asked about using it for writing full essays, the majority say no. They worry about plagiarism, accuracy, and losing their own voice. One university study found that students are open to AI for daily tasks like note-taking or researching, but they grow cautious when it comes to deeper thinking and assessments. They want balance. They want the freedom to use the tool without losing the authenticity of their own work.

When you listen to students talk about AI, a pattern emerges. They are not asking for permission to use it freely. They are asking for guidance. More than half of K–12 students say they want teachers to show them when and how to use AI responsibly. College students echo this desire. They prefer clear policies that explain what is acceptable and what is not. Some even bring up ethical questions. They ask about the environmental cost of running AI systems. They talk about fairness, honesty, and the risk of bias in AI-generated information. These are not questions we would expect from middle schoolers a few years ago, yet they are now part of everyday classroom conversations.

Students are aware that technology is powerful, but they do not see it as neutral. They want to understand its impact on their world and their values. The message from students is clear. They want to use AI, but they want adults to help them do it the right way. That is our invitation as educators. Rather than banning it or pretending it does not exist, we can teach students how to engage with it thoughtfully.

We can start by creating classroom AI agreements. Invite students to help define what is appropriate and what is not. They will surprise you with their insight. We can also teach AI literacy, not just in computer science classes but across subjects. Imagine a short lesson where students compare their own paragraph to one written by AI and then discuss the differences. That single exercise teaches voice, structure, and reflection.

We can design “AI-reflect” zones where students use the tool to gather ideas, then pause to decide what they will keep, modify, or reject. It turns technology into a mirror for their thinking rather than a replacement for it. And perhaps most important, we can keep listening. Their understanding of AI will evolve quickly, and so should our approach.

Our students do not see AI as a threat or as a miracle. They see it as a companion in their learning journey, one that requires trust, guidance, and curiosity. They are ready to explore it with us, not instead of us. The best thing we can do is listen to their questions, shape their curiosity, and model how to think critically in a world where information can be generated instantly. That is how we ensure AI becomes a tool for growth rather than a shortcut that steals it.

Real learning will always depend on human thought, creativity, and care. If we can keep those at the center, then AI becomes not the end of learning, but a new beginning.

Until next time...

Happy Is As Happy Does

There is a song by Kenny Chesney titled “Happy Is as Happy Does.” I absolutely love it. It’s simple, upbeat, and packed with truth. The idea is that happiness isn’t something that just happens, it’s something we do. It’s not a prize handed out to the lucky few, but a mindset we choose and cultivate every day.

That message echoes through history. Aristotle is credited in 350bc as saying, “Happiness depends upon ourselves.” Voltaire added, “I have chosen to be happy because it is good for my health.” Abraham Lincoln then said, “Most people are about as happy as they make up their minds to be.” And Charles Swindoll famously reminded us that “Life is 10% what happens to you and 90% how you react to it.” Well over 2000 years of wisdom provides the roadmap for living. Happiness doesn’t come from what we have or what happens, it comes from how we respond.

Have you ever noticed how once you buy a yellow car, you suddenly see them everywhere? It’s not that the world suddenly filled up with yellow cars, it’s that your awareness changed. I call this the Yellow Car Syndrome. When something becomes important to us, we start to see it more often. Happiness works the same way. The more we look for it, the more we see it. If you wake up determined to find small moments of joy, a student’s smile, a kind gesture, a peaceful morning drive, you’ll notice them everywhere. But if your attention is fixed on frustrations, delays, or disappointments, that’s what will fill your view. The world gives us both, but our focus decides which one wins the day.

Picture yourself walking down a long sidewalk. Most of it is smooth and easy to travel, but every once in a while, a tree root has pushed up the concrete and left a crack. You could walk the whole length of that sidewalk staring only at the cracks, muttering about the flaws and tripping over what’s wrong, or you could look up, take in the view, and appreciate the miles of stable surface beneath your feet. That’s the secret of a happy mindset. It’s not about ignoring the cracks. It’s about seeing the whole picture. 

Another way to look at it is with planes. On a single day around the world, around 130,000 flights take off and land without incident, according to the International Air Transport Association. Commercial crashes are extremely rare, averaging about 3 crashes with fatalities per year globally. Compared to car crashes globally, there are approximately 3,500 to 3,700 road traffic fatalities per day, that is one death every 26 seconds on average. Yet, there are people that still think car travel is safer than a plan. It could be simply a fear of heights or, more plausibly, it is about the focus.    

Back to my point, there are always going to be things that don’t go our way, projects that don’t finish on time, plans that get interrupted, and days that start sideways before we even pour our first cup of coffee. But those cracks don’t define the journey. What defines it is how we react, how we adjust, and whether we keep looking for the beauty around us. We need to choose our filter. Happiness is a lens. It doesn’t erase the challenges, but it reshapes how we experience them. That’s where Lincoln’s insight lands so powerfully: “Most people are about as happy as they make up their minds to be.” It’s a decision. It’s not about pretending everything is fine, it’s about deciding to approach life with gratitude instead of grumbling, optimism instead of outrage, and curiosity instead of complaint.

Voltaire’s perspective adds another layer: “I have chosen to be happy because it is good for my health.” Science clearly backs that up. Positive emotions reduce stress, improve focus, and even strengthen immunity. But before science, the wisdom was clear. Choosing happy isn’t denial, it’s discipline. It’s tending to your mindset the way you’d tend to a garden. What you water grows.

Swindoll ties it all together with the ultimate reminder of, “Life is 10% what happens to you and 90% how you react to it.” That 90% is ours to determine, the space where we decide whether to dwell on the crack or just step over it. That brings me back to Kenny Chesney’s song, “Happy Is as Happy Does.” The title alone feels like an anthem for anyone who wants to live with purpose. Happiness isn’t a mood, it’s a practice. It’s not just feeling good, but doing good. It’s helping others, showing gratitude, finding humor, or choosing grace when frustration would be easier.

Each of us wakes up with a choice, to look for yellow cars or to overlook them. To see the cracks or the miles of smooth sidewalk. To react with joy or resentment. To do happy or to wait for it to arrive. The truth is, happy people aren’t the ones who have fewer problems. They’re the ones who focus more on what’s right than what’s wrong. They’ve made up their minds to walk with appreciation and respond with heart. So I invite you to join me in my challenge, to myself and my family, to make that choice. Let’s find the yellow cars, step over the cracks, and remember that happiness isn’t out there in some unreachable place somewhere. It’s inside each of us. It’s in how we choose to see and live each day. Because in the end, happy is as happy does. (cue Kenny Chesney - Happy Is As Happy Does). 

Until next time...

Incremental Change

My entry today is a bit longer than usual and if you can stick with me, the message should resonate. Today marks a milestone for me. One thousand days ago, I set out to create a simple streak. The goal was not grand or complicated. It was simply to run, jog, or walk at least two miles in a single workout each day. That was it. Nothing more. And yet this small commitment has carried me through one thousand consecutive days without a break.

When I think about the meaning of this streak, it is not about speed, distance, or competition. It is about consistency. It is about showing up. There were days when I felt strong and energetic, and there were days when I felt tired or overwhelmed. There were days of sunshine and days of rain. There were days when I had little time and had to squeeze in the bare minimum. Yet in every circumstance, I honored the streak.

This streak has taught me that improvement rarely comes in a single giant leap. It comes in steady, almost invisible steps. One day does not look like much. Two miles is not a marathon. Yet when you add up those small steps, when you stay faithful to the process, the result becomes something powerful. That lesson does not belong only to fitness. It belongs to every part of our lives, including the work we do together in education. Imagine what would happen if we each started a streak of our own. It does not have to be about running or walking. It could be a teaching streak. Maybe it is reading aloud to your class every single day, even if only for ten minutes. Maybe it is greeting every student at the door with a smile. Maybe it is sending one encouraging note a week to a colleague. It could be something outside the classroom altogether. A fitness streak. A reading streak. A family dinner streak. The point is not what the streak is, but what it builds inside of us. When we create streaks, we create momentum. Momentum keeps us moving even when motivation feels low. Momentum builds habits, and habits shape culture. As teachers and leaders, the culture we shape is contagious. Students see it. They feel it. They mirror it. When we model consistency and dedication, they learn that goals are reached not by luck but by steady effort.

I have also discovered that streaks are deeply personal. Better is not defined by someone else. Better is defined by each of us. My streak is not about being the fastest runner or covering the greatest distance. It is about keeping a promise I made to myself. For you, better might mean something entirely different. And that is the beauty of it. Better belongs to you. I do not want you to hear this and think that a streak is only about numbers. It is about meaning. It is about proving to yourself that you can take small steps every day toward something that matters. Over time, those steps add up. They add up in fitness. They add up in reading. They add up in relationships. They add up in classrooms.

One thousand days ago, I had no idea what this streak would become. I only knew that I needed to take that day’s step. Today, looking back, I see how those simple daily choices built something significant. The streak now runs my day. I have to move forward. I no longer have to find motivation because with my streak, the motivation found me. So I want to encourage you to consider your own streak. Choose something that matters to you. Start small. Stay consistent. Share it with your students if you want them to join in. Or keep it as a personal reminder of your own capacity to grow. Whatever you choose, let it be your steady path toward becoming better.

Better is not about perfection. It is about progress. It is about the courage to take one more step today, and then another tomorrow, and then another after that. Before long, those steps become a journey. And that journey will be worth celebrating. Though I have known this my whole life, I lived it when I was recovering from a life-threatening bout with the original COVID-19 (The Beast as I called it). As I recounted in my book ‘Upright’, due to the massive damage to my lungs and the significant scar tissue present, my oxygen uptake often expressed as VO2 max, was limited at best. My diminished lung capacity impaired my ability to perform basic daily activities, including walking around the house. I would often have to stop to catch my breath just walking to the kitchen. Walk up the stairs? Forget it. Over a 6 month period, I improved to a point that I could walk around the grocery store at a slow pace, but that simple activity expended energy resources.  

I have come a long way since then but I can remember the feeling. I used to coach myself with every step. I would tell myself, “baby steps”. Move incrementally toward the goal. Get better every day. Some days are better than others, but try everyday to move toward the goal. Incremental change works. It is a proven strategy for sustainable progress over time. I’ll take that any day. 

Until next time...

Dreams

There is a song that has been on repeat in my mind this week. It is by Ryan Shupe and the RubberBand and it carries a message that is both simple and profound. The song is called ‘Dream Big’. Whenever I take time to slow down and truly listen to the words, I am reminded that the message inside them can fit almost any moment in life. It can be a message to students who are just beginning to shape their hopes and ideas for the future. It can be a message from a parent to a child as they tuck them in at night, planting seeds of possibility and reminding them that the world is wide open. It can be a message from colleague to colleague, offered in those moments when work feels heavy and the road ahead seems long. It can even be that quiet pep talk we give ourselves when doubt begins to creep in and we need to be reminded that our goals are still worth pursuing.

Dreams give us direction. They push us beyond the limits we sometimes place on ourselves. They remind us that the future is not fixed, it is shaped by courage, creativity, and persistence. Think about a student who dreams of being the first in their family to graduate college. That dream becomes fuel. It carries them through long nights of homework and early mornings of study. Think about a teacher who dreams of reaching that one quiet student in the back of the room. That dream drives patience, care, and the extra mile it takes to build trust. Think about a parent who dreams of giving their child opportunities they never had. That dream strengthens sacrifice and keeps love steady even in difficult times.

But dreaming big is not always easy. Life has a way of placing struggles in our path. We all carry burdens that can weigh down our outlook. It becomes tempting to settle for smaller dreams, to accept limits, or to let cynicism creep in. That is why encouragement matters so much. The words we speak to each other either build walls or open doors. When we choose to support, when we choose to listen, and when we choose to understand rather than criticize, we help each other keep those dreams alive.

Like anyone, I have dreams of my own, both personal and professional. Some of them I continue to work toward every day. Others I left behind, and those missed chances still linger in my thoughts. That reminder keeps me focused in the present. It pushes me to encourage my children to hold tightly to their dreams and not let them slip away. My oldest son dreamed of traveling the world when he was just a boy. Today he lives in another country, chasing that very dream. My oldest daughter has a vision of owning her own business, and I could not be prouder to support her. My next son talks about studying bioengineering at Stanford or MIT, and although he worries about not being admitted, we applied together because the first step to a dream is daring to try. My younger daughter longs to perform on the stage, and I know I will cry tears of joy when the curtain rises on her opening night. Then there is my youngest son, who has the boundless imagination of a child. One day he wants to be a race car driver, the next day an astronaut, the next day an explorer of lands unseen. My answer to him is always the same: So do I, let’s do it. 

The more I reflect on dreams, the more I realize that supporting the dreams of others is often more fulfilling than chasing my own. To see a child or a colleague step into their passion and to know that I played even a small role in cheering them forward brings a joy that lasts. Whether it is a student finding their way, a colleague who needs encouragement, a child who looks up to us, or that quiet voice inside our own hearts, the message is the same. Dreams matter. They remind us that the best chapters of our lives are still waiting to be written. 

Until next time...

Keep

This week, I found motivation from Shakespeare’s Claudius in Hamlet, "When sorrows come, they come not as a single spy but as battalions." I suppose the more current saying would be “Bad things come in threes.”  We have all heard one or more variations of these sayings at one time or another in our lives. The sentiment is that negative events come at us in bunches. Life has a way of throwing challenges at us, sometimes not one at a time, but all at once. It can feel overwhelming when the setbacks come in battalions. This week I was also given a better answer, or truth, in response. The blessings of life are often found in the struggle. To fold your cards and stop playing is never the answer. To give in to a negative event is to let it define you. Consider the idea of boiling water. While it softens a potato, it hardens an egg. The same adversity produces different outcomes, not because of the water, but because of what lies within. Circumstances don’t determine who we become. Our character does. One bad event doesn’t have the power to ruin an entire day unless we give it permission. Refuse to be affected by the negative, and you will never be infected by it. With that, I jotted down a list, of what I call, ‘Keeps’.

Keep moving forward. Keep positive. Keep devoted to your goals. Keep unwavering in your ethics. Keep laughing, even when it’s hard. Keep your head up and your heart open. Keep learning something new every day. Keep extending grace. Keep your promises. Keep shining your light. Keep encouraging someone else. Keep taking care of yourself. Keep daring to dream. Keep your patience when it’s tested. Keep building bridges, not walls. Keep choosing kindness. Keep faith in the process. Keep resilience in your spirit. Keep gratitude at the center. Keep celebrating small victories. Keep listening more than you speak. Keep finding joy in simple things. Keep being a role model. Keep hope alive. Keep showing up, even on the tough days. Keep giving more than you take. Keep trusting the journey. Keep your curiosity alive. Keep smiling. Keep asking good questions. Keep courage in your pocket. Keep forgiving quickly. Keep seeing the best in people. Keep sharpening your skills. Keep writing your own story. Keep standing for what’s right. Keep humility at the forefront. Keep peace in your words. Keep balance in your life. Keep passion in your work. Keep your eyes on the bigger picture. Keep planting seeds for the future. Keep good care of your knees, you’ll miss them when they are gone. Keep believing that your impact matters.

When the battalions of sorrow march in, do not surrender your spirit. Call on your inner strength, hold firm to your values, and let your character rise to do the fighting. A single bad moment does not have the power to own your entire day unless you choose to hand it that authority. Instead, stand strong in who you are, stay grounded in what matters most, and keep perspective in the face of adversity. Remember that it is never the boiling water itself that determines the outcome. What matters is what is within. The potato softens, the egg hardens, but both sit in the same pot. In the same way, the circumstances of life do not define you. It is what you are made of that makes all the difference.These are the things I often ponder. The difficulty for all of us is in the execution. Words hurt. Actions hurt. Sometimes our students, and students’ parents do both. Yes, your response matters, though we should not let it infect us and our thinking. That will simply lead to stinking thinking. Nobody needs that. You matter more. You cannot help anyone or be there for your students if you are not taking care of yourself. (cue Michael Franti - Sound of Sunshine)

Until next time...