"Equitable Digital Transformation: The Future of Learning & Earning" with Digital Promise
Raymond Hutchison: again to reset the room. Welcome everyone to our nation's. Well discussion on an equitable digital transformation, the future of learning and earning Feel free to introduce yourself in the chat. Once you join, let us know who you are where you're coming from, where you work, and if you'd like Raymond Hutchison: your first memory of using a computer. Raymond Hutchison: we've got some folks from DC. Got Florida. Raymond Hutchison: New York City. What else do we got here?
Raymond Hutchison: Texas: okay, okay, nationwide. Raymond Hutchison: We've got Canada. This is great. Okay. So Raymond Hutchison: welcome everyone to our nation's. Well, discussion on an equitable digital transformation, the future of learning and earning. Feel free to introduce yourself in the chat as you join. Let us know who you are, where you are, and if you'd like your first memory of using a computer Raymond Hutchison: over the last 30 years in education on it.
Raymond Hutchison: a lot has changed right, and as we can see, we can see that in the chat, but also in the last 3 years a lot has changed as a result of the pandemic. So for better for worse, the digital transformation has arrived. And with this in mind, how do we ensure that that transformation is inclusive and not exclusive of certain subsets of the population. Raymond Hutchison: Can we use technology to tighten those gaps as opposed to exacerbate them? When we think about education and employment, I think we can, but don't just take my work for it. We have some wonderful guests today. We've got some experts. So today with us we have Raymond Hutchison: Hector Mohika, head of economic opportunity. At Google Org we have Dr. Suzanne Lacey, the superintendent of Talladega County schools. Raymond Hutchison: We also have Christina Harrison, Francis, executive director at jobs for the future labs, and last, but not least, moderating today is going to be the incomparable Jean Claude Brazard, President and CEO of digital promise. Raymond Hutchison: This conversation is being done in collaboration with digital promise. And I couldn't think of a better organization or a better moderator for today's discussion.
Raymond Hutchison: So, audience, members, if you have questions today as you listen. If you're not, you can put them in the chat, or you can put them in the Q. A. Box at the bottom of the screen, and i'm gonna get to those later in the discussion and ask them to the panelists. But for now i'm gonna disappear, and i'm gonna turn things over to John Claude. So, Jean Claude, you want to take things from here Jean-Claude Brizard: absolutely where you're very kind. Thank you very much. I have a an amazing panel, everyone. But let me let me start with this. I know that artificial intelligence is on everybody's mind today. It seems to be dominating our conversations. As of late. Jean-Claude Brizard: The fact is that AI has been in education for years, if not decades, and we expect that education technology across Jean-Claude Brizard: the world would incorporate some form of artificial intelligence by 2,027. In an article that I call that offered last October, and the Ik injury report I argued that we need a digital transformation in education. Exactly what that means. We're going to come back Jean-Claude Brizard: and have a discussion around that. But just a quick, quick, Tibet around that
Jean-Claude Brizard: we believe that an unintegrated, coherent approach to tech that's centers teaching and learning in in the human being, and the human will help improve student outcomes by enhancing teachers ability to meet individual students needs. Jean-Claude Brizard: They also will allow learners to mask the new skills at their own pace. In their own way. We think these tools are key to bolstering educated capacity and addressing the inequities that has been accessible, so it's so close to the pandemic Jean-Claude Brizard: as well as revolutionizing transition spaces between education and work. I really I'm. Looking forward to to this discussion. But before we jump into our conversation, perhaps give each of our panelists again, powerful in their own right. Jean-Claude Brizard: about a minute, perhaps, to introduce themselves. So i'm looking at my Brady Bunch page here, so like the Lacey, I think your first on my Brady Bunch. Please go ahead. Dr. Suzanne Lacey: Hello! I'm Susan Lacey. I currently serve as superintendent in Talladiga County, Alabama.
I've been in this role for 15 years and almost 40 years as an educator. So so glad to be with you this afternoon. Jean-Claude Brizard: Christina. Kristina Harrison Francis: Okay. Kristina Harrison Francis: Hello, I'm: Christina Francis, executive Director of Jf. Labs, where we focus on transforming workforce and education. I see some folks in the chat are in Northern Virginia. I live in Northern Virginia.
Kristina Harrison Francis: I think my role right now allows me to integrate the now in the future of learning. I also bring my own experience going to college. For one thing, psychology and English, and then graduating and working for a company that upskilled email@example.com. And so I spent 20 years, actually building software enterprise software for the Department of Defense. Kristina Harrison Francis: And this change in career and opportunity had a direct impact on my economic advancement. I'm: also a mom of a 15 year old girl and a 14 year old, young man, and i'm seeing the world through their eyes, and i'll probably talk a little bit about that later. But thank you for having me. Jean-Claude Brizard: That's awesome. And Hector.
Hector Mujica: Hey, everyone! Good afternoon. My name is Hecknow. Hee, Guy Lee Vick and i'm a commerciality team at Google Org, who's selling for the car? I'm across the Americas. And Hector Mujica: you know what I got When I heard about this conversation, what really brought me to the table. It's really anchored on the believe that Hector Mujica: skills are equitably distributed, but opportunity is not, and therefore I really grief. The fact that there's a tremendous loss of potential happening today in our communities, which is why Hector Mujica: my goal, our goal goal at Google Org is really to create a digital economy that truly works for everyone that is equitable, equitable, and that that's open that has a lot of meaningful pathways for for communities that come from many nontraditional backgrounds. So happy to be that me in with you all.
Jean-Claude Brizard: Thank you. Thank you. I mean as you can hear folks we've got with you sort of 360 degrees set of expertise here in terms of really understanding what we're talking about in terms of Jean-Claude Brizard: technology really enhancing the work that we need to to do to put kids on the password economic security or economic mobility. So let me start with this. First of all, we we use the expression digital transformation. What does that mean? Exactly in in in your book, and so that i'll start with you? Dr. Suzanne Lacey: Well, in county schools we have been in a digital transformation for 15 years. So we are well into the journey, and I have seen that journey start as a very basic type of journey Dr. Suzanne Lacey: to a very advanced type of journey. Our school district was very traditional
Dr. Suzanne Lacey: in nature 15 years ago, and we knew from our research and from our visits across the country to schools that we're utilizing technology to support student learning that the time was right to change and adopt a model that would really Dr. Suzanne Lacey: put our children on an equal playing field. We are a high poverty rural county, with 17 schools. There's almost a 60 mile radius between North and south of our school district. So it was top priority to Dr. Suzanne Lacey: ensure that this framework was not just for a select few schools, but for our entire district. so I could talk days and days about that. But what I can tell you is that for 15 years that transformation has occurred, and the change has been sustained because we have truly seen the value of technology to support student learning. That is evident in test scores which are so often the measure of a school district, but far greater than that. We have seen the empowerment that has been Dr. Suzanne Lacey: given to both our students and our teachers to own their own learning, and with this transformational journey, you know now, learning is 24, 7. Every student has a device in our district. We are one of the first States in Alabama
Dr. Suzanne Lacey: to be able to accomplish that mission of every student Dr. Suzanne Lacey: having a device to support their learning. So it has been a wonderful opportunity to really prepare students, as they are approaching graduation, to be better prepared for college, or better prepared for the workforce. We are very much tied in with workforce development in our region and our state. and to have the technology and to produce students that are technologically competent Dr. Suzanne Lacey: has been a game changer for our district, and not only technology, just with the device, and to support learning that we've uncovered so many other benefits like school culture.
Dr. Suzanne Lacey: the power of research, the power of communication among our students. The power to collaborate to work in teams which we all know are very important skills for workforce development. Jean-Claude Brizard: So then, that that is so well said. It is a powerful video of of your work in Todega. I think everyone should see. So I find the link to the on Youtube and put it in the chat. But this idea of centering, teaching and learning, so Dr. Elmo Ricard Elmoada. Jean-Claude Brizard: late back, which which in the model Harvard often talked about. The most important relationship in education is between teachers, students, and content. And of course, the pandemic taught us as Christina you actually talked about it? Is it families, teachers, students, and content. Jean-Claude Brizard: The question of how technology really augments the intelligence of the relationship is that we leverage technology in this works. So that is frankly foundational in the work you've done in Tah. So thank you so much.
Jean-Claude Brizard: So, Christina. I mean you, you you an amazing lab at one of my favorite places. Job for the future. Talk a little bit about how you you. You define visual transformation Kristina Harrison Francis: absolutely, and thank you for the shout out for for Jf: I I I love it, too. I love the work that we're doing it so timely, you know. I think, when we look at and historically. Jf. Has been, you know, workforce and education. But I think, as we are learning, and you just mentioned kind of content and context matters. Kristina Harrison Francis: so it's not just learning, education and learning. It's also work. It's life. It's the integration of those tools, technologies, and opportunities. I think right now we see a wide spectrum of users of digital tools and digital transformation. We have a multi generational workforce right now. Kristina Harrison Francis: all who have varying levels of sophistication and opportunity with the tools that we then platforms that you see out there. You mentioned earlier. AI, and you know we're seeing the emergence of Chat Gpt. I think part of digital transformation. One is not only the tools and technologies that we use. Kristina Harrison Francis: how we use them, where we actually use them, making sure that people are educated and understanding when to use them, how to use them, how it actually benefits them and advances them; whether that's again in work, education, or learning, and I think the integration of our of life and work in education.
Kristina Harrison Francis: I I I will share a short story. I think a couple of people may have heard this. But my 14 year old during the pandemic was in school zoom online, and during his breaks and outside he was on tik tok. Don't judge me as a parent, yet Kristina Harrison Francis: 9 Pm. Every night he was watching now that I define her as a teacher, and he was also following up. Kristina Harrison Francis: based on what she said on Youtube. And so, in addition to his school work, he was actually learning about aviation. We didn't realize that until about you know, 8 or 9 months in when he started talking to us about the almost Captain Morgan on Tik Tok and the W. What he was learning, and his love for aviation started to grow. I think he was 11 and a half at the time. He is now actually flying planes, and I use that story to to share that. I think digital transformation Has our digital tools have the opportunity.
Okay. Kristina Harrison Francis: to not only advance and how we work and learn, but it also has the opportunity to introduce people to new tools and technologies, new careers, new opportunities to excite them, and what they're doing to give them agency, and then thus advancing them. And so I I use that as a practical story, just because I think when we talk about digital transformation and digital tools, that's an example of how it can change one's life. Kristina Harrison Francis: One's, you know, context and and content and energy around the future. Jean-Claude Brizard: You know that that is such a great great point for a lot of a commercial pilot. So I love the fact that you've got someone's actually flight airplanes. But when you think about frankly what
Jean-Claude Brizard: young people are learning outside of 4 walls of the school. Often that is not captured right it To question of how we think about it, because it's critical important. We've got millions of kids learning math on Youtube, but it's not within the construct of the school. So how do we think about Jean-Claude Brizard: this kind of ubiquitous learning. What technology can bring to be, I think, is an important point. So thank you. So, Hector, I mean Google, right? I mean it. You guys know everything. So what's the answer? I don't know about everything, but we know a few things. Hector Mujica: you know. Having to build. I'll built on both both answers from from Christina and to Sam. You know, I think the the way that we the dive into a firstname.lastname@example.org, which is, of course Google is calling for the car, and we tend to to tackle this this question, both from the K 12 lens and also disproportionately through the workforce lens. and, you know. Hector Mujica: to add a little bit of urgency, a sense of urgency to what Christina was mentioning. We know that there's an increased need in the market for digital skills. This is not just true for tech companies or for tech rules. Hector Mujica: This is true, for nearly every single job every single job is going to at some point require a degree a level of digital proficiency. We know right now a lot of studies are pointing to about two-thirds of jobs require at least a medium level of digital skills proficiency to participate in it.
Hector Mujica: We also acknowledged, I mean Jon ka you picked up with with invoking the infamous term that's plaguing all of our ears right now, which is artificial intelligence. Hector Mujica: We know that Skills disruption is happening faster and faster and kind of that flywheel is evolving quicker and quicker with new advances, new skills, appearings, new job requirements, popping up in the market at a much rapid pace now than ever before. We also know that, you know, different thought leaders out there the World Bank, the World Economic Forum think that up to 50% of workers are going to need to add new skills. Hector Mujica: be able to keep up with the requirements of in-demand careers. so that to me places a great sense of urgency, and underlines the importance of what we're talking about, what we're talking when we're talking about digital transformation, that if we want to make sure that Hector Mujica: people can remain competitive that people can remain involved and included in the digital economy. It is imperative, imperative that we are centering Hector Mujica: mit ctl, and this theme of digital skills and digital skill sets that that are necessary for the workforce, while, of course, not doing without what Dr. Lazy mentioned around human skills, right creativity, teamwork, innovation, 2, Hector Mujica: these things will continue. That's what makes us human, right? That's what makes us competitive. That's what makes us irreplaceable by machines and technology. And tools.
Hector Mujica: So you know, as we at Google Org have been thinking about, how do we make sure that the future of work is accessible to everyone? We've been working hard to create one new pathways which involved both best in class digital skills, curriculum to their Google career certificates Hector Mujica: mit ctl. And but also how do we think about wrap around supports? How do we think about barriers? How we think about removing barriers for communities to have the multiple barriers so opportunity and inclusion in the visual economy, and that that really does center a majority of the work that we do. Sb: One Hector Mujica: think in advance narrative around digital transformation. Jean-Claude Brizard: You may quite please go ahead. Dr. Suzanne Lacey: I was gonna add John Claude, one of the pivotal moments in our school system, if I may say, was when our principals, and at the time our digital learning specialists
Dr. Suzanne Lacey: visited the Google Headquarters in California for a week of intensive training to see how you guys worked. And I promise that was the most valuable and rich form of professional development for our administrators and our digital learning specialists, and we would love to come again. Dr. Suzanne Lacey: But that was a moment in time that truly changed the trajectory of what was happening happening in our schools, our work, environment, and how we were learning and supporting our teachers. So I think it was just a moment that I I must say thank you for that, and kudos to all that we learned back in 2,017 when our people came to Google Headquarters. Jean-Claude Brizard: Let me let me double down on on that excitement as well. It's uses, and we think about the dynamism that needs to exist between. We do in case 16. I just keep 12 Jean-Claude Brizard: and definitely the Google, the like of a Google, hiring these individuals to make sure that what we're doing remains relevant. I think it's an important piece. I think, what you bring out 2 different pieces here. One is how technology and it really enhance Jean-Claude Brizard: what we do and do it everyday curriculum, right? But it's also the kind of skills that young people need to have to survive. But even in the future of work at which you can see that we agree with this. But in the present what is happening now in the workforce, which is, which is critical, which brings up all kinds of questions and compositions throughout
Jean-Claude Brizard: what we teach, how we teach, etc., all the way through prosecut, and we we come back to that. The second. But one of the things that we we we see worry about is that while technology can be a great equalizer Jean-Claude Brizard: we've seen from the data and from history. Sometimes technology actually creates even more gaps between the haves and and the have that. So I I would. I actually think about this digital transformation in a way that I think ensures equitable access Jean-Claude Brizard: for all 4 people. Dr. Suzanne Lacey: I think, from a school district's perspective. We're all working off the same framework. This is just not good for schools, and you know the central part of our our district is good for everyone.
Dr. Suzanne Lacey: and to be able to unify a district, as this has done for us. I think it's very powerful learning, and you know, at the forefront has been our teachers to be able to become our experts Dr. Suzanne Lacey: in this transformation. That has been the key to sustaining these efforts, because we have created thousands now of teacher leaders who are so Dr. Suzanne Lacey: excited, steel to be able to showcase their work and to be able to teach colleagues, and as an educator. The most powerful learning oftentimes with teachers, is learning from their colleagues. So Dr. Suzanne Lacey: I think it's Dr. Suzanne Lacey: an opportunity, if other school districts are not on this journey yet that it really has to be systemic in nature. It it it can't be just one spot.
Dr. Suzanne Lacey: but it has to be driven by a desire for Dr. Suzanne Lacey: everyone to be a part and outcomes to be for every student. Dr. Suzanne Lacey: You know, students with disabilities, I think about how this transformation has
Dr. Suzanne Lacey: of integration of technology has enhanced their learning in ways that just you know, on an everyday basis in the classroom we would not be able to do, but through the power of programs that are designed to support certain disabilities. That has been again a game changer for Dr. Suzanne Lacey: students with special needs. You Hector Mujica: and I I i'll. I'll quickly add on to that. You know, I think, 1 one thing that that we often think about at Google Org Hector Mujica: when we're deploying, programming and initiatives and curriculum like that career certificates. And what have you is? How do we? How do we center the communities that are most in the margins? And how do we how we deploy Capital! How do we deploy resources? How do we remove the barriers that I was speaking to earlier? That that we need to remove to mature this curriculum
Hector Mujica: reaches the right individuals with him the right contest and the right framing, and you know what, what. ere Hector Mujica: is the acknowledgment that those most proximate of the problem are also most proximate of the solutions, which is why we see it as a critical component of all Hector Mujica: digital skillings, workforce development, computer science, education, outreach what we do to be centering education, centering organizations that are not only bypass surfing, but also bypassed, that have staff that are reflective of the Hector Mujica: the constituents that they're trying to reach, because ultimately that is how you have breakthrough in this space. It's not by having people that feel distant that feel out of touch that are delivering Hector Mujica: content that is not culturally relevant. You know we we often talk about the the philosophy of If we can't see it. We can't be it. That's been top of mind for me after seeing the Oscars this past weekend right like it's so critical to have these keystone Hector Mujica: people that feel approachable and feel within reach that we can actually strive to be more proximate to and Hector Mujica: to me that that really goes down and gets down to the importance of funding and put on resourcing and partnering and elevating organizations like Univo. So the Hispanic Federation, the Latino community, like National Urban League and the in the Black community. The African-american community, like Asian Americans, advancing justice in in the Asian American community. Right? I think it's critical that we continue to deploy resources, and that we continue to reach these communities Hector Mujica: by by and with organizations that are reflective of of those those entities in those groups.
Jean-Claude Brizard: You know, I, that that's a good point. I'm gonna come back to this. If we have time as well. My entire team, the entire digital Province team was in New Mexico back in November, and, you know, engaging indigenous nations education. And and what we heard in pushing the question, how is the community engaging technology or facing technology. What we heard was, how is technology embracing our community? Jean-Claude Brizard: It goes back to this idea of making sure those who are proximate to the challenge. I think we have this solution to be part of designing the solutions. I really really resonates Kristina Harrison Francis: Christina. Thoughts on your end. Yeah, I I was actually gonna talk about the Co. Design and making sure those for whom you want to serve, or part of that design and testing of solutions or platforms, but also want to go back to something. You mentioned John Claude around just dynamism, right? And we said it in in context of young people Kristina Harrison Francis: but again, multi-generational workforce. And again I don't I hope my mom won't mind me sharing this but yeah, my mom is the executive president for the Connecticut Afl CIO and when Covid happened I remember she was trying to convene people and had never used zoom before. And so we think about the spectrum of digital skills right
Kristina Harrison Francis: could be hopping on a zoom call and or developing tools and AI or the metaverse. And so we've got such a wide spectrum. And there there are some people that Kristina Harrison Francis: may have a fear of technology. And so how do we invite them in and provide particularly those that are later in their career, and give them the tools and experience needed, so that they can continue to lead in a dynamic way, whether they're a teacher or leader, corporations or or nonprofits. I think the other thing is only Kristina Harrison Francis: just a double down on on what Dr. Lacey mentioned around the education systems, and you know we we see a lot of schools right now that are still struggling due to historic under investment structural inequities. Some school districts Don't meet the Fcc's minimum requirement for Internet connectivity, right? And so.
Kristina Harrison Francis: you know, there's the the access, the basic access. And then there's the opportunity. I think Hector mentioned kind of culture, relevant content, and making sure that once you do have access to tools and devices that you actually have the proper instruction on how and when to use those tools, and making sure that it's relevant to the individuals. And I think Kristina Harrison Francis: you know a lot of the work that we do around workforce and employers. We're looking at the emergence of new industries and occupations and skills. And some, you know, Job, titles are not yet. Kristina Harrison Francis: You know what the titles will be, because their jobs are being created right now. And so we are needing more innovative training models and new providers that are embracing kind of the latest approaches and digital technologies to Kristina Harrison Francis: help people build those skills and confidence in what they're doing. And so, you know, we need. We need to make sure that workforce boards and American job centers job core centers that support our 16 to 24 year Olds are truly outfitted with the right access instruction, culture, relevant instruction and support systems
Kristina Harrison Francis: around. And then I think there's a policy play in this as well. You know, we look at ways in which the Federal Government can support. We look at the workforce innovation, opportunity at we owe a. There are a couple of other opportunities through the Infrastructure Kristina Harrison Francis: Act that's coming, and so I I think you know it's all hands on deck moment across different sectors to to really make sure that we're not missing this urgent moment that Hector mentioned. You know, mostly everyone needs to up up skill as we go, and and and so we just need to make sure we've got the supports in place. Jean-Claude Brizard: I mean, those are, I mean phenomena is so much packing like you, said Christine, and so it's hard to follow up on every single one of them. But I I mean there's a lot of work that we need to do around this idea of code design. Miss Suzanne, you you you this every single day. When you think about the work we need to do Jean-Claude Brizard: in K. 12, in the classroom with teachers to what you do. You use the expected systems right?
Jean-Claude Brizard: What you do at the school level, the the district level, and how you engage the overall sort of to the accounting community, including the community colleges. Right? So it's a little bit about how you see all these different players showing up in that kind of systems approach to supporting young people Dr. Suzanne Lacey: right well in our school district we have really been leaders in our particular area to embrace the idea of integrating technology to support student learning. I hear a lot, even 15 years later that. Dr. Suzanne Lacey: you know, colleagues and other districts are waiting for that moment when they want to integrate technology to support student learning. And you know that's that's a way behind thought, because Dr. Suzanne Lacey: 15 years ago we were soon to be behind. If we hadn't have started Dr. Suzanne Lacey: with our integration of technology to support student learning. But Dr. Suzanne Lacey: I think what we try to connect with all of the parties in our particular area. Community college workforce development is to really have a model that's going to support a student, regardless of their pathway. After high school
and the vast majority of our students in our district. Dr. Suzanne Lacey: I go into the workforce, and a 2 year college, a smaller percentage go into a 4 year university. So it is so important that we are holding hands with workforce development. For Dr. Suzanne Lacey: you know, regional job. The regional job market needs not only within our district, but, you know county surrounding us. We're involved right now with a workforce develop initiative that is bringing an innovation, learning and training technology hub to Central Alabama, which will impact on numerous counties around us.
Dr. Suzanne Lacey: And part of that work is an education component that will tie what we're doing in K. 12 to what's happening at the community college level, and what's needed in the workforce. So there are lots of conversations that Dr. Suzanne Lacey: my team myself we have with with many different parties to prepare students, you know, for this next level of work. Dr. Suzanne Lacey: you know, 15 years ago we were concerned about getting devices, and and that was really a financial hardship for our district. He didn't have extra money for that. We had to postpone. You know, maintenance needs in order to buy devices for our students. but we quickly learned that it was just so much more than the device Dr. Suzanne Lacey: that the entire culture of our school district changed because of technology. Dr. Suzanne Lacey: and it brought a power to our students and to our staff that we had never experienced before living in rural Alabama, and you know, I think that's been the greatest one of the greatest outcomes. It's just to be able to show our students that
Dr. Suzanne Lacey: they can go anywhere in the world through the power of technology and one of our first activities as an entire school district, all 1,000 employees, we went on a virtual field trip Dr. Suzanne Lacey: at our Institute ceremony with a 1,000 people. Dr. Suzanne Lacey: and that was 15 years ago, and I laugh because that's so basic. Now to go on a virtual field trio. But 15 years ago that was that was a change. Dr. Suzanne Lacey: That was a change maker to see how in this big auditorium. We could connect within seconds with New York City at a wonderful beautiful museum to showcase how quickly and easily that could be done
Dr. Suzanne Lacey: in a classroom. Dr. Suzanne Lacey: So I think the learning that we have experienced is just far greater than the take tools, so to speak. It's been about, you know truly a mindset. We've read the book by Carol Dweck, the growth mindset to to showcase and to motivate our Dr. Suzanne Lacey: students and staff, that you know we may not learn all of this just at once. You know this has been a 15 year journey. We're still learning, you know. We're embarking next year on cyber security Dr. Suzanne Lacey: for our students. Thank
Dr. Suzanne Lacey: thanks to digital promise in our partnership there. So 15 years ago we weren't think about we were. We're not thinking about incorporating cyber security courses in our curriculum. But that's how far we've come from 15 years ago until today, so Dr. Suzanne Lacey: I think everybody at every level has a part. But the main thing is always to focus on student outcomes, and how this will impact students in a way that will help, you know, predict their future ground, their future, and certainly be successful in their future. Jean-Claude Brizard: That that's terrific. So i'm in in that video again talks about the a. A young man who has some disabilities. But clearly as I wish technology to actually do do amazing, amazing things. Jean-Claude Brizard: So, Heckley, leading on you a little bit, one of the things that we think about. I just came back from a from a trip overseas with a bunch of leaders, including leaders from the Us. The open of education. Looking at how research, technology or tech products, Research and practitioners Jean-Claude Brizard: engage this idea of looking at technology and pedagogy quickly come together with research as a back. But how do we think about, maybe incentivizing at that product developers to really think about the the end, user to think about efficacy, to think about.
Jean-Claude Brizard: You know the research base showing up, and what what what we do and what what they do every single day. Hector Mujica: Yeah, Jim, that that's that's a great question. And you know it. It makes me. It kind of brings me back to to my my previous answer, on the importance of of ensuring the the diversity of of the makers of technology, right? And it really brings me back to the the acknowledgment that Hector Mujica: for as technology is advancing as we have emerging technology like artificial intelligence Hector Mujica: to really help us share kind of an equity-based digital transformation and kind of be able to lean heavily into research and development of technology that's going to be more Hector Mujica: equitably and inclusively center. Hector Mujica: Really, that starts with a pipeline question. And ultimately the makeup of who is creating that technology. That to me, for me there's no doubt that we'll continue to see jobs that will shift. Hector Mujica: That's something that's happened throughout all of history, and many jobs will be complemented by emerging technologies like artificial intelligence.
Hector Mujica: many entire new job categories. So we can't even imagine we can't. Even Fathom, you know, if you think back like people 50 years ago would have never thought that we'd be having a panel conversation from the comfort of our homes, reaching people in Canada and throughout the United States. So there's so many, so many job categories that we can even fathom Hector Mujica: today that will be created as well. And Hector Mujica: we at Google see the role of things like artificial intelligence, machine learning, and other advanced technologies as something that can supplement people's abilities. So maybe it's additive, not something that's Hector Mujica: replacing or duplicative. You know, in our own products. We see that we have Google assistant and and and and kind of the the smart reply and smart, composing Gmail. And what have you. Those are all things that that are additive, and that's that that's augmented. And truly again, I believe, and we collectively at Google, Don't, believe that the best way to make sure that Hector Mujica: emerging technologies, like AI are inclusive and work well for underserved groups. We need to ensure that those communities are not just Hector Mujica: consumers of advanced technologies, but also producers, and Hector Mujica: ensure that we're proactively, investing into developing meaningful pipelines of of of technological talent that goes back for for both the baseline, the broad-based pyramid of of digital skills and broad-based pyramid of jobs that require the digital skilling and also advanced roles in software engineering and and whatnot, you know, i'll give a shout out to the folks at Code Path as an organization that has been doing really, really phenomenal work in terms of Hector Mujica: understanding Hector Mujica: what the latest research research is saying, what the latest demands are saying from from employers, and adapting that into the classroom, into the university classrooms, and working with University professor. So i'm working with with Staff to amend
Hector Mujica: the curriculum for software engineering and be able to prepare meaningful pipelines of diverse talent into the more advanced echelons of of of technical work. Right so to me, there's there's a lot of potential there, a lot of promise and and a lot of conversations to be had around that topic. Jean-Claude Brizard: Thank good, thank you. And and just to have had a couple of things. First of all, I could agree more. You know this meeting I was. I was a part of. We saw this kind of work happening. Yes, in Finland, in the Uk in Norway, but in Johannesburg, in Nigeria, in Malaysia. Jean-Claude Brizard: you know. So so there's a global sort of effort and really connecting practitioners with the technology and making sure that what we do is Africa is based on on solid information. So really, resonate, let me let me add a quick story that I want to get to the next topic. I'm gonna pull you in, Christina, to discount to this part. I should I? You lead the the discussion here. I was in aspen last July with the Aspen Institute, and I was moderating a room called technology for good. And we're talking about Jean-Claude Brizard: again all this up in that tech and technology. And somebody asks the question about what is web? 3 Exactly. And I know someone did such a question on what 3 your 16 year old jumped up. There was a youth camp attached to the convening, and he spent 10 min explaining in full detail what Web 3 is Jean-Claude Brizard: the the of care that I come up with my job in the spot. So did I promise, and I asked them. I said, would you learn all this stuff? Because not in school during the pandemic. He got a real interest in where he he basically taught himself that which tells me this so much that young people are learning which we can we just discuss? We're not capturing? So when we think about credentialing, when we think about this idea of
Jean-Claude Brizard: the employment learner record, Christine, I mean, why Are you seeing a Gf. Around? Sort of innovations in capturing all learning and connecting young people from K. 12 to post, secondary to work? What do you? What are you seeing? What are you guys working on? Kristina Harrison Francis: Yeah, so much so much in that area. Kristina Harrison Francis: you know. And and I mentioned my son earlier, thinking through his lens. There, there's nothing that captures the time that he's spending right now on Youtube on tik Tok, just learning on his own. Kristina Harrison Francis: So you know we, we happen to believe that there is a radical future world that centers around one's own knowledge, and over the course of a lifetime, You know, individuals pursue. Yes, career paths. But alongside that Kristina Harrison Francis: other interest areas where you know they're learning whether they're taking an experience or a trip taking classes that are outside of the normal Career Development class, or even their major in college. Kristina Harrison Francis: And we need to find a way to accumulate and validate those records and kind of create a narrative or a story, if you will, around what a person can do. I I love the fact, Jc. That you
Kristina Harrison Francis: made an offer to someone on the spot. We need more of that right. We need more people to be able to say. Here's what I know here's what I can do, and that actually be your not audition, but your interview right? I'd love to see more of that. Kristina Harrison Francis: So you know one of the things that we're doing is around learner and education records. We've actually had a couple of what we're calling plug fest to bring in innovators that are testing out this new technology, using blockchain, AI, and other technologies, and and shown the interoperability of those and the efficacy of Kristina Harrison Francis: of actually being able to demonstrate a learner and education record. You know, I I think, that there's an opportunity where a person is able to actually, instead of depending on just a digital credential to really look at sharing data, whether it's in an application tracking system, whether it's on linkedin, whether you know we're reading data in some other way, something that we don't know. Know now, he Hector, I love how you said like their jobs that don't exist. And I was reflecting on Kristina Harrison Francis: 2 job. Well, the job I had dotnet developer didn't exist when I was in college, and I remember when technical ethicist that job came out and I was like, what is a technical ethicist? Right? My, so I think we're at a time. Now, where
Kristina Harrison Francis: skills the combination of skills will equate to a job that we actually don't have a title for right now we need a way to stack credentials, to stack skills into again, narrate the opportunity for someone to be available for a job of the future. Kristina Harrison Francis: Some of the tools that may not exist right now allows us to build that data and to drive a compelling story. It also allows us to use human language and and natural language matching so that people can look at. Here's what's needed on a employer or a job side. And here is what Kristina Harrison Francis: a person has done Kristina Harrison Francis: things they can do as an in, and been validated that they can do, and that actually matches up to opportunity. I think we're now starting to see the the beginning stages of that. Obviously we need to get more included in, you know, everyday work in life. Kristina Harrison Francis: But we're really excited about the opportunity and the promise, I think, of unlocking technologies and different ways of Kristina Harrison Francis: collecting people's, skills, and experiences, and demonstrating that they're able to do the work. And then also building those jobs as the future are pre bringing those skills together and determining what that job title may be for the future. Jean-Claude Brizard: That was comprehensive. Thank you. Hectos. And you guys want to add anything to that or no.
Dr. Suzanne Lacey: I think right on target Christina. And in our school district we work a lot with a local nonprofit to do exactly what you're describing. With stacking credential credentials for students in our State students are required to have what is called a college and career readiness indicator Dr. Suzanne Lacey: for graduation. And so through this local nonprofit we are helping. Some of our students are in that credential. It is really an interesting model. It's a pay to learn model where students are paid $10 an hour to earn certain credentials. Dr. Suzanne Lacey: whether it be in health care, fluidotomy, Google it whatever. But again, that is beneficial for the students, certainly for their future. But it's also beneficial for our school district, because Dr. Suzanne Lacey: we, you know, are concerned about our college and career readiness indicator rate, which is about 90 90% right now for students graduating compared to a 94% graduation rate. So the work again with community. And this nonprofit has been very substantial and supporting this work for our school district. Hector Mujica: I mean the only thing that I would that I would build on that again to to highlight the urgency behind learning and employment records is Hector Mujica: This is a critical tool, particularly as we're thinking about those individuals for whom a 4 year university Degree bachelor's degree or a 2 year Community College, Korea is not the right solution.
Hector Mujica: and that's a real challenge. When you realize that almost two-thirds of Americans don't have a four-year bachelor's degree which creates a real social divide. and unless we are proactive in intentional and changing that the jobs of tomorrow are going to be Hector Mujica: farther and further out of reach for a lot of people. Hector Mujica: And this also has racial implications. Right? They're requiring degrees of but disproportionately excludes certain communities. both racially and geographically 70% of rural workers like a college degree. 70% of African-american workers 80% of Latino workers. So again, this Hector Mujica: there's a lot of momentum happening and and really good energy. And like, we're investing a lot of money at Google org behind things like credentials and apprenticeships, and alternative meaningful pathways to both gain skills, highlight and build upon existing skills and gain meaningful pathways to to employment and mobility. Hector Mujica: That effort is hindered by the fact that we don't have a vehicle to capture and encapsulate. Hector Mujica: What are the skill sets that are being gained, and that we communicate those skills as effectively to employers that are used just looking at a a credential, a transcript from from a university that as a signal as a mitigation risks as a risk mitigation, signal to say, hey, this individual Hector Mujica: was capable of, you know, completing X number of credit hours. But folks for whom that pathway is not an option, which again, it's a majority of Americans. We don't have something comparable and equitable to to to to kind of track and and and record that those learning so and those skill sets. So again, I think it's a space that's that's niece and underinvested. But i'm really really happy that folks like Jeff F. And some of our corporate funder peers at Walmart Org have been really leading the charged around around the space.
Jean-Claude Brizard: picked it up. Thank you. First of all, I mean we we've enjoyed the same conversation. In fact. Walmart, I mean, we work with role model. And this this idea of the learning employment record. But the idea of of Jean-Claude Brizard: of honoring more than what we know of the traditional learning, and having a vessel actually demonstrate that, I think is an important part of the conversation. So before I turn it over to to where I do have one last quick question, but 1 one plug to this conversation. So you may have heard the vital prize that was just launched by the National Science Foundation. Jean-Claude Brizard: We said that we in which we are managing our digital promise, which brings on funders actually to features and the Gates Foundation. The idea of calling all technologies and education leaders. Let's generate more tools and solutions for what we know is needed. One last quick question for you all 3, or give me 5 over to Ray
Jean-Claude Brizard: is, what does success look like if we do the kind of transmission we see in grocery shopping we see in dating that we see in aviation. It comes to education. I mean, this is an already See your district. Jean-Claude Brizard: What does success look like? Dr. Suzanne Lacey: Well, I I am proud to say that before we started this digital transformation we were graduating around 70% of our students, and that was totally unacceptable. Dr. Suzanne Lacey: 15 years later we're graduating almost 94 of our students from high school, and we have 7 high schools in rule Tallade County. So I think that Dr. Suzanne Lacey: demonstrates the power of learning that has happened in our district Dr. Suzanne Lacey: as a result of changing, teaching and learning through the utilization of technology to support student learning. Learning is more robust. It's more interesting. Students are more motivated. There's higher student engagement. I could write a whole dissertation about this. In fact, my colleague did. Dr. Suzanne Lacey: and it really just showcases how.
Dr. Suzanne Lacey: coming together as a team at the table, including our teachers, most importantly, to talk about an identify looking at data that was not very good. Back 15 years ago. Dr. Suzanne Lacey: coming up with a robust plan and infrastructure that all 17 schools can be a part of and impact every student in this district today. We are, I think, a great example of how technology in a high poverty Rule district can truly transform learning. Thank you. Jean-Claude Brizard: Hector.
Kristina Harrison Francis: Alright, perfect. I success. Success looks like you know, Hector. You mentioned code Path and Michael Ellison. Success to me looks like what Michael Ellison is doing to rebuke that staff that 80% of underrepresented minorities drop out of computer science Kristina Harrison Francis: success to me looks like Dr. Morris at Morehouse University, standing up. You know the mediverse. At Morehouse, and putting students, 600 students and headsets that otherwise would not have had access to headsets and had this experience, and then going on to teach more V. Our courses. And anyone in the world Kristina Harrison Francis: success looks like students earning a high school diploma and an industry recognizes associate degree as we're seeing in the P Tech program. Kristina Harrison Francis: Success looks like a a pipeline for K through Gray, and we're seeing organizations like Ebb Farm and Birmingham and Propel center that's in Atlanta. Really, look at that. Success looks like the work of platform for social impact. And Puerto Rico, who are looking at a multi generational. Kristina Harrison Francis: You know school and program and platform that includes policy and reform to ensure that individuals that are living in this climate, you know, disadvantaged area, actually continue to have ownership in the land as well as ownership in their careers. And so success looks like innovation being funded unlocked, and making sure that we're all able to truly reach economic advancement in the ways that we we deem
Hector Mujica: and and i'll. I'll close this up First of all, I love that K. Through gray terminology. I'm gonna i'm gonna see a lot from you, Christina. But you know, I think, for for us at at Google, really centering our focus on 3 things technology, training and hiring. Hector Mujica: When it comes to technology, we really want to make sure that both the the training and the tools that can help people develop. Skills are accessible and store the jobs. At the end of the day we made our money as a company as a search engine, and it's no surprise that 50% of job searches start on Google. That's what we've created. Tools like Google Job search, and what we continue to invest in making sure that Hector Mujica: people who are starting their job journey on Google are going to be pointed in the right direction. And that's of course, going to be one augmented as we incorporate emerging technologies like artificial intelligence and machine learning into into the equation. So that's an exciting component. First of all around technology to around training. We want to make sure that we're bringing skills and trading programs to more people across the country. Hector Mujica: That's why we've been working closely with our friends that grow with Google on things like the Google Career Certificates. That's why we launched through Google Org, our 100 milliondollars, Google Career Certificate Fund, in conjunction with social finance to really center and continue to generate more sustainable models of of upscaling, rescaling, and delivering meaningful pathways to the digital economy for underserved communities. And lastly, the piece around hiring which I've been in on underlying. Hector Mujica: We really want to make sure that we are forging partnerships that are brought in equity and opportunity in hiring Hector Mujica: in the Us. We've started building that look for us at Google that looks like building and dreaming more apprentices across across the country, leveraging things like the career certificates.
but really taking in a pipeline of hundreds and hundreds of apprentices to generate additional pathways into jobs at Google. That also looks like Hector Mujica: re-analizing and rejecting how we one of the signals of merit and likely to succeed at Google, so doing a way with the great requirements as an initial screen, as since then, as an initial filter for potential jobs, places like Google, and also calling on our peers on other corporate employers on small and medium-sized employers. To also adopt alternative means to assess worthiness and and fit Hector Mujica: and you know. Lastly, making it easier to access the digital economy is really going to require much more than just Google, Google or Jf. And public schools and public education systems. It's going to require a from Government nonprofit. Hector Mujica: private sector, so really really encourage it to have this conversation and continue to we think what it means to be qualified for work. Jean-Claude Brizard: Thank you all. Pay off it to you.
Raymond Hutchison: I know I i'm listening, and I feel like we should keep going. But I I I do want to get to some of the audience questions, and I apologize in advance. Folks in the audience who are asking quite. I'm not going to get to them all. I'm going to try to combine a few of them to get through a couple here. Raymond Hutchison: and Christina I. K. Through. Gray is going to be the name of my professional autobiography. I'm taking it now, so no one else can take it. Raymond Hutchison: First question I've got here with the mental health challenges facing today's students and knowing that social media. So technology in some ways has exacerbated these issues. Where do we see technologies integrating with social emotional supports to help students remain focused and manage stress in school and outside of it. So Raymond Hutchison: tech is a solution, not part of the problem. Who wants to go?
Kristina Harrison Francis: I i'll actually go. I feel like I shared a lot about my family today, but i'll share this one, too, and I appreciate whoever asked that question. My daughter is a sophomore in high school, and was just diagnosed, Adhd, and so we had a lot of conversation Kristina Harrison Francis: around just her learning, style and and modalities that she needs. And so there are a couple of things I think one is teaching. I think our our kids today. Our students today have a lot more coming at them than we ever did, but other generations ever did, and I think one is is Kristina Harrison Francis: teaching balance, and Kristina Harrison Francis: you know opportunity to take a step back. to understand their learning styles, and to ask for the supports that they need for schools to actually have the resources to teach all modalities of learning. You know there's some people and some students who are auditory. And so how might we have tools? And in platforms that provide that some are are visual, you know. Some may need to move around while they're learning, so I think, making sure that schools are resource to provide that I think the other is around true mental health. And having. Kristina Harrison Francis: you know, do this demystifying, counseling, demystifying the need to talk through and get extra help in certain areas, i'll say with VR. There is a a meditation app, you know. I think one thing with Br. Those who can use the headsets. I know there's some students and individuals
Kristina Harrison Francis: who may have movement issues, and that doesn't work for them. But there are ways Kristina Harrison Francis: to teach kids how to deal with certain situations, whether that's how to calm themselves. If there's a fear of bugs or dogs like I mentioned to people earlier, there's actually VR tools that can help. And so I think, finding ways where these platforms and tools can support and be Kristina Harrison Francis: provided for schools and students and families that actually need it. I think, then we'll start seeing social, emotional learning integrated with regular curriculum and learning Raymond Hutchison: any other takers on that one or I can move to another question. Jean-Claude Brizard: We haven't if I can participate in in this. But I mean i'm also seeing a tech products being developed to do things like mindfulness with young people at times as a way of checking
Jean-Claude Brizard: with an adult, for example. So you can get a view of a classroom or a school very quickly, as a target resources to particular places in school Mountain kids school. They have a daily check in and to an app you can quickly see, engage Jean-Claude Brizard: what is happening. But i'm seeing more and more stuff coming into the market. But to Christian this point, it being integrated into the fabric of a school in a fabric of curriculum. Pedagogy, I think, is an important part of this conversation. Raymond Hutchison: Great. Thank you. Raymond Hutchison: And this is for all of you. So, Jc: you, You're going to be on this one as well. What are what are you most excited about? Most optimistic about something new or surprising, related to education and technology in the next 5 to 10 years.
Dr. Suzanne Lacey: I think I'm just most excited and thrilled about how technology is supporting students through what we call career technical pathways in our State and our district, for example, we have students that are building tiny houses Dr. Suzanne Lacey: as part of their curriculum and building construction. And of course it's a lot technology based through the drafting and the different programs for students are designing the tiny house. But it also meets the workforce development need Dr. Suzanne Lacey: in our region and our state as far as the important skills that students are learning while they're building the the tiny house, plumbing electrical things of that nature that are real world skills Dr. Suzanne Lacey: and students coming out of that program. Some are going straight to work to 2 year programs or for your 4 year colleges moving into more engineering, engineering and building science. So those types of offerings for our students to me, not only through building construction, but Dr. Suzanne Lacey: other career tech pathways, like health care, are really providing that opportunity for students to experience what this career is truly gonna be. If they decide to move forward as their career pathway after graduation.
Jean-Claude Brizard: you want to go first and i'll i'll round this out. Hector Mujica: Oh, Christina, yeah, you know, I think one thing that I've been kind of harping on this throughout the the course of this conversation, but but it's really because I think it's differential, and it's important, which is this m