Aaaand I just noticed my phone will probably run out of power soon, AGH. (The lack of wifi here has led to some mild overheating on my tiny machine here.) #NCORE2025
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Jackson talks about how she was able to edit the AP Stylebook on climate change, which is HUGE. Like, making sure folks don't refer to Pacific islands as tiny? Amazing.
files-profile.medicine.yale.edu/documents/63...
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Agtarap asks the panelists how they hold grief and joy and hope together, which is a beautiful question.
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Jetnil-Kijiner: Migration as an adaptation strategy isn't what they want to do in the Marshall Islands--even though outside folks might be like, "why not just move?" (I've heard folks say this about anybody who lives at sea level, which always boggles me. Because...they're home.)
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Jetnil-Kijiner's experience with climate change--thinking on how king tide flooding impacted her home--influenced how she writes.
medium.com/@GroundTruth...
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Jetnil-Kijiner invokes UC Berkley's "Poetry for the People," and how that work intersected with being home in the Marshall Islands.
news.berkeley.edu/2022/03/26/b...
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Ropati talks about the diaspora of Alaska (which she specifies she doesn't think of as America), and how her family and community are innovators and engineers--living in an environment that can be harsh and precarious requires it. It takes knowledge and it takes heart. #NCORE2025
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Jackson discusses the importance of how important it is to have the indigenous peoples of the Pacific Islands to be covered by journalists from there--to speak to people who speak their languages, so they can be represented respectfully and authentically.
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Ropati does a ton of educational advocacy and how that connects to work in STEM:
www.charitieropati.com/lilnativegir...
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Jetnil-Kijiner is a poet and a climate activist:
www.kathyjetnilkijiner.com/book/iep-jal...
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Agtarap asks the panelists to talk about themselves, and how their work emerges from who they are, which is a lovely way to talk about identity.
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Oh! There is actually a fourth person in this keynote! Lagipoiva Cherelle Jackson, with more information here:
lagipoiva.com
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And one more keynote: "Weaving the Currents: Reclaiming Narrative, Reimagining Climate Justice" with Sophia Kristina Agtarap, Kathy Jetnil-Kijiner, and Charitie Ropati!
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Epps: Helping folks externalize algorithmic tools as things being built to feed us things is KEY. "Who benefits from me being fed these things?" If you're feeling bad because of your feed, who's making money off it?
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And hey, having open and meaningful relationships with young folks is quite important. The danger of algorithms is how kids can *internalize* what's being fed to them--so we need to talk about it.
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Epps points out this is a HUGE skill gap--adults haven't had to think about "digital hygiene," and so it becomes difficult for us to talk to young folks about it. We're coming at the issue with comparable ignorance, but with different experiences that led us to here.
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Q from the audience how we can promote mindful, ethical use of technology for our students? Epps suggests digital minimalism IS an option, even just as an occasional thing. But also, being open about and modeling how our own lives are impacted by algorithmic systems.
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Q from the audience re: "algorithmic narrative lived experiences," and Epps discusses how our lives are often algorithmically determined (searching online for a stuff to do), our choices are tracked as data, and then we *archive the narrative of our actions* also gets suggested.
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Epps says that AI is not taking over--"it's the men who are building AI" that are gobbling up power and attention, and it's important that we focus the concern and, yeah, blame where it actually belongs. (Did I literally call out, YESSSSSS? Yup.)
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Epps suggests that figuring out ways to have students show "how to reason in real time, in the real world" might be helpful in figuring it out. Basically, anything that can be recorded in a database will be reachable for AI.
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Q from the audience (from a chemistry teacher, for the record), about how they're trying to make more and more difficult questions in formative assessment to avoid ChatGPT questions. But is that impeding student success?
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On an audience request for resources to build critical understanding of AI, Epps recommends Common Sense Media:
www.commonsensemedia.org/ai
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Epps also points out that AI "detectors" are "not based in any real science" and also lead to discrimination against a lot of marginalized and precarious students.
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Q from the audience about plagiarism. Epps notes that genAI is a random parrot--it's putting together text that is "most probable." So it's not necessarily plagiarism, but it *could be.* But it's also not being thoughtful. #NCORE2025
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Q from the audience: In education, is there actually a good use of AI, and "not just using it just to use it." (Because yeah, it feels like we're being pushed to use it just because *it's there* and that's a NONSENSE reason, tbfh.)
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Epps: If we think of ourselves as "the providers of the raw materials" of AI systems, it should, it SHOULD change the way we care about and act around these systems.
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Epps: "The biases in the system are a feature not a bug." That is, if machines are enacting discrimination, it's because they're reinscribing things that are "private market incentives." If we aim use towards *public good,* then that might change the way the machines are being engineered.
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