Deep Learning Dialogues

In this episode of Deep Learning Dialogues, hosts Whitney McKinley and Katrina Gouett explore the practical steps required for educators to move from being "AI aware" to "AI fluent". Guest Meghan Hargrave discusses how to bridge the digital divide by integrating generative AI into K-12 classrooms with a focus on purpose and pedagogy rather than just buzzwords. The conversation covers actionable strategies for using AI as a "thought partner" for tasks such as creating formative assessments and brainstorming for Professional Learning Communities (PLCs). Listeners will also learn about the importance of establishing a shared language for AI use within school systems and maintaining a balance between technology and the development of students' authentic personal voices.Read the full summary here.Meghan Hargrave is an educational consultant, coach, and former teacher who specializes in literacy and instructional practices. She is the owner of Meghan M. Hargrave, LLC, where she works with K-12 schools and systems to translate complex research and board demands into practical classroom strategies. As an expert in educational technology, Meghan is the co-author of The Artificial Intelligence Playbook and Teaching Students to Use AI Ethically and Responsibly. Her work focuses on helping educators and caregivers navigate the noise of modern educational technology to support student learning through purposeful, research-grounded tools.You can find Meghan on LinkedIn, Instagram @letmeknowhowitgoes and on her website https://www.meghanhargrave.com/

In this episode of Deep Learning Dialogues, hosts Whitney McKinley and Katrina Gouett engage with Giancarlo Brotto, an educator and AI advocate, to explore the intersection of education, artificial intelligence, and ethics. They discuss the importance of viewing AI as a gift that should serve humanity, the varying perspectives of students and educators on AI, and the need for moral discernment in its use. The conversation emphasizes the role of educators in guiding students through the complexities of AI, the necessity of integrating AI into the curriculum, and the importance of vulnerability and co-learning in the classroom. Brotto calls for a collective effort to ensure that faith-based institutions lead the way in navigating AI's challenges and opportunities.Giancarlo Brotto is a dynamic Canadian educator, strategist, and keynote speaker with over two decades of experience helping schools and ministries harness technology to better serve students. A former university and secondary mathematics teacher, he transitioned into leadership roles and founded PAVE EDU, a company that guides school systems, governments, and businesses through AI adoption. His work focuses on preparing educators and families to thrive in an AI-infused world by grounding innovation in ethics and social-emotional learning. Within the Catholic community, he is known for his presentation Navigating Faith and Wisdom, where he encourages using a moral compass to encounter AI as a gift that aligns with Catholic social teachings.You can find Giancarlo on LinkedIn and Instagram.Show Links:Encountering Artificial Intelligence pdfhttps://paveedu.org/ http://aireadyschools.ca

In this episode, hosts Katrina Gouett and Whitney McKinley welcome Jennifer Addison, Project Manager for the AI for Good Lab at Mila, Quebec’s artificial intelligence institute. Jennifer details the lab’s mission to equip women and gender-diverse individuals with the skills to build machine learning projects, fostering a more inclusive tech culture and inspiring leaders to use AI for social good. The conversation explores the power of curiosity-driven learning and the importance of creating safe, grade-free environments where students feel empowered to ask questions, collaborate rather than compete, and challenge the status quo. They also discuss how K-12 educators can adopt these principles by becoming co-learners alongside their students to navigate the evolving AI landscape together.Jennifer Addison is the Project Manager for the AI4Good Lab at Mila - Quebec Artificial Intelligence Institute. The Lab is a 7-week program that equips women and gender diverse people with the skills to build their own machine learning projects. The program is designed to open doors for those who have historically been underrepresented in the AI industry, contribute to a more inclusive and diverse tech culture and to inspire the next generation of leaders to use AI as a tool for social good.Prior to Mila, Jennifer worked in Human Resources at the Business Development Bank of Canada where she contributed to the development and advancement of the corporate Diversity, Equity, Inclusion and Accessibility strategy. With over a decade of experience in the non-profit sector, in the US and Canada, she specializes in developing and implementing programs designed to address and disrupt structural inequities and discrimination experienced by equity-deserving communities.You can find Jennifer on LinkedIn

In this week’s episode of Deep Learning Dialogues, hosts Whitney McKinley and Katrina Gouett are joined by Dr. Jennifer Hove, Director of Data and Reporting at EQAO, to navigate the complex intersection of artificial intelligence and large-scale assessment. Dr. Hove outlines the agency’s "slow and steady" roadmap to AI adoption, emphasizing a human-centered framework where Ontario educators remain the primary drivers of assessment creation and scoring. The conversation explores how EQAO is looking to leverage technology for quality assurance rather than replacement , the challenges of maintaining academic integrity in a digital landscape , and the rigorous review processes ensuring fairness, validity, and bias mitigation. Tune in for an insightful look at how EQAO is building public trust and preparing for the future of education while keeping student equity at the forefront.Dr. Jennifer Hove is the Director of Data and Reporting at EQAO, where she oversees the agency's psychometrics, data science, research, and IT teams to drive digital transformation and generate actionable educational insights. With over two decades of experience spanning academia, government, and the K-12 sector, Dr. Hove is a recognized leader in educational measurement and assessment analytics. She and her colleagues are two-time winners at the International eAssessment Awards, and she currently serves as a board member for the International e-Assessment Association.

In this conversation, we explore how Indigenous governance and cultural frameworks can guide ethical technology use in education. Sheri Cecchetto introduces the Medicine Wheel as a holistic lens for approaching AI in K–12 classrooms—emphasizing reflection, relationship-building, and responsibility over speed and profit. Together, we unpack themes of digital sovereignty, environmental impact, and the importance of slowing down to make intentional choices about technology. This episode challenges educators to rethink AI literacy by centering Indigenous values and collective care.Sheri Cecchetto is Anishinaabe Kwe from Wabigoon Lake Ojibwe Nation and a field coordinator and sessional instructor in the School of Indigenous Relations at Laurentian University. Her work focuses on Indigenous social work, emergent learning, and decolonizing education. A passionate advocate for Indigenous governance and digital sovereignty, Sherri brings a unique perspective on how cultural teachings can inform ethical AI use. Beyond the classroom, she is an avid beadworker whose art reflects her deep connection to land and community.You can find Sheri on LinkedInLink to "Theory of Water" by Leanne Betasamosake Simpson

In this episode of Deep Learning Dialogues, hosts Whitney McKinley and Katrina Gouett sit down with Taryn Michel, an Indigenous educator, law scholar, and community leader, to explore the intersection of Indigenous knowledge systems and artificial intelligence in K–12 education. Taryn shares her journey as a professor in the Bachelor of Indigenous Social Work program at Laurentian University and offers insights into Indigenous data sovereignty, ethical AI use, and the importance of relational learning. From the significance of consent and community co-design to the potential of AI tools like Google Lens in supporting cultural revitalization, this conversation invites educators to reimagine AI literacy through the lens of Indigenous values, including the seven grandfather teachings and the medicine wheel. Tune in to discover how AI can become a relational helper—not a replacement—when guided by intention, respect, and heart work.Taryn Michel is an Indigenous educator, legal scholar, and community leader from Michipicoten First Nation and the Martin Clan. She holds a Juris Doctor with an Indigenous specialization from the University of Ottawa and teaches in the School of Indigenous Relations at Laurentian University, where she also contributes to the sociology of law. Taryn’s work centers on revitalizing Anishinaabe law, promoting community wellness, and mentoring Indigenous students to reclaim space in academic and legal institutions. She serves as a band councilor and as president of the board for the N'Swakamok Indigenous Friendship Centre in Sudbury. Deeply committed to ethical, relational approaches to education and technology, Taryn brings a powerful voice to conversations about Indigenous data sovereignty, AI literacy, and the importance of co-designing educational tools with community.You can contact Taryn by email at tmichel2@laurentian.ca

In this powerful episode of Deep Learning Dialogues, we continue our conversation with Dr. Taima Moeke-Pickering, Director of the School of Indigenous Relations at Laurentian University. This episode explores how educators can ethically and respectfully integrate AI into K–12 classrooms while honoring Indigenous knowledge systems. Dr. Moeke-Pickering shares insights on land-based learning, trauma-informed pedagogy, and the importance of “showing up” with intention and care. This episode is a call to rethink how we teach with technology—grounded in values of sustainability, justice, and self-determination. Whether you're new to AI or deeply immersed, this conversation offers both inspiration and practical guidance for educators navigating the AI twilight zone.Dr. Taima Moeke-Pickering is the Director of the School of Indigenous Relations at Laurentian University. With roots in Aotearoa (New Zealand) and tribal affiliations to Ngāti Pūkeko, Tūhoe, and Ngāti Awa, Dr. Moeke-Pickering brings a deeply relational and global Indigenous perspective to her work. Her research focuses on Indigenous methodologies, decolonization, women’s empowerment, and food sovereignty. She is known for integrating participatory approaches like PhotoVoice and for developing educational frameworks rooted in Indigenous knowledge and self-determination. A passionate educator and advocate, Dr. Taima Moeke-Pickering is committed to transforming education through heart work, cultural safety, and community-led innovation.

In this powerful opening to a four-part series, hosts Whitney McKinley and Katrina Gouett sit down with Dr. Taima Moeke-Pickering, Sheri Cecchetto, and Taryn Michel from Laurentian University’s School of Indigenous Relations to explore how artificial intelligence intersects with Indigenous law, land, and sovereignty. This conversation challenges listeners to rethink AI not as neutral, but as deeply tied to land, community, and responsibility. Through Indigenous teachings, legal frameworks, and personal stories, the guests offer pathways for ethical AI use in education—rooted in reciprocity, environmental justice, and the wisdom of seven generations. This episode is a call to educators to center Indigenous perspectives in shaping the future of technology.Our Guests are:Dr. Taima Moeke-Pickering Director & Professor, School of Indigenous Relations, Laurentian UniversitySheri Cecchetto Field Coordinator & Sessional Instructor, School of Indigenous Relations, Laurentian UniversityTaryn Michel Juris Doctor & Lecturer, School of Indigenous Relations, Laurentian UniversityLink: University of Guelph Presentation

In this episode of Deep Learning Dialogues, hosts Katrina Gouett and Whitney McKinley welcome award-winning journalist and author Jenny Anderson to explore the urgent challenges of student disengagement and the transformative potential of generative AI in education. Drawing from her book The Disengaged Teen: Helping Kids Learn Better, Feel Better, and Live Better, Jenny shares insights into the four dynamic modes of learning—passenger, achiever, resistor, and explorer—and how educators can help students shift toward deeper engagement. Through real stories, audience questions, and practical strategies, this conversation offers a hopeful and actionable roadmap for fostering curiosity, agency, and meaningful learning in an AI-integrated world.Jenny Anderson is an award-winning journalist and author whose work focuses on student engagement and learning science. After spending a decade covering finance at the New York Times, she made a deliberate shift to what matters most: how young people learn. Her new book, The Disengaged Teen: Helping Kids Learn Better, Feel Better, and Live Better, addresses the youth mental health crisis and unprecedented rates of student disengagement. She continues to write for publications including The New York Times, TIME, and The Atlantic, and shares insights with thousands of education leaders through her Substack newsletter, How to Be Brave.You can also find Jenny on LinkedIn.