Keynote speakers this year include of Harlem Children鈥檚 Zone, of Stanford University, who popularized the idea of 鈥済rowth mindset,鈥� and actor , who starred on Broadway as George Washington in Hamilton. Jackson, who has a child on the autism spectrum, will discuss how doctors, parents and advocates are working together to change the ways neurodivergent kids communicate and learn.

But one issue that looms larger than most in the imaginations of educators is artificial intelligence. This year, South by Southwest EDU is offering dozens of sessions exploring AI鈥檚 potential and pitfalls. To help guide the way, we鈥檝e scoured the schedule to highlight 18 of the most significant presenters, topics and panels: 

Monday, March 4:

: The New School鈥檚 Maya Georgieva looks at how AI is ushering in a new era of immersive experiences. Her talk explores worlds that blur the lines between the virtual and real, where human ingenuity converges with intelligent machines. Georgieva will spotlight the next generation of creators shaping immersive realities, sharing emerging practices and projects from her students as well as her innovation labs and design jams. .

: Educators have long sought a better way to demonstrate learning, adapt instruction and build student confidence. Now, advancements in machine learning, natural language processing and data analytics are creating new possibilities for finding out what students know. This session will explore the ways in which AI is rendering assessments invisible, reducing stress and anxiety for students while improving objectivity and generating actionable insights for educators. .

: Many high-pressure professions 鈥� pilots, doctors and professional athletes among others 鈥� have access to high-quality simulators to help them learn and improve their skills. Could teachers benefit from hours in a simulator before setting foot in a classroom? In this session featuring presenters from the Relay Graduate School of Education and Wharton Interactive at the University of Pennsylvania, panelists will discuss virtual classrooms they鈥檙e piloting. They鈥檒l also address the challenges, successes and possibilities of developing an AI-driven teaching simulator. .

: In just the first half of 2023, venture capital investors poured more than $40 billion into AI startups. Yet big questions loom about how these technologies may impact education and the world of work. How are education and workforce investors separating wheat from chaff? Hear from a trio of venture capital and impact investors as they share the trends they鈥檙e watching. .

: This session will look at the profound transformations in teaching taking place in classrooms that blend AI with tailored, competency-focused education. Laura Jeanne Penrod of Southwest Career and Technical Academy and Nevada鈥檚 2024 will explore AI’s role in enhancing rather than supplanting quality teaching 鈥� and what happens when schools embrace the human touch and educators鈥� emotional intelligence. .

: In this interactive workshop led by women leaders from the University of Texas at Austin and the Waco (Texas) Independent School District, participants will learn how to design effective lesson plans and syllabi that incorporate AI tools such as ChatGPT and DALL-E to help prepare students to address society鈥檚 most pressing needs. .

: If we get AI in education right, it has the power to revolutionize how children learn. But if we get it wrong and fail to nourish children鈥檚 creativity 鈥� their ability to innovate, think critically and problem solve 鈥� we risk leaving them unprepared for a changing world. Creativity is the durable skill that AI cannot replace. And this panel, comprising educators and industry leaders, will explore the role we play in nurturing children鈥檚 innate creativity. .

: This panel, featuring early AI-in-education pioneers such as Amanda Bickerstaff, founder of AI for Education, Charles Foster, an AI researcher at Finetune Learning, and Ben Kornell,  co-founder of Edtech Insiders, will explore their journeys and what they consider the most exciting future opportunities 鈥� and important challenges 鈥� in this emerging space. .

Tuesday, March 5:

: AI鈥檚 continued adoption in schools raises concerns about bias, especially toward students of color. This session, hosted by Common Sense Education鈥檚 Jamie Nunez, will highlight practical ways AI tools impact engagement for students from diverse racial and ethnic backgrounds. It will also address ethical concerns such as plagiarism and issues with facial recognition tools. And it will feature positive student experiences with AI and practical ways to ensure it remains inclusive. .

: In 2024, what defines “AI literacy”? And how can we promote it effectively in schools? Marc Cicchino, innovation director for the Northern Valley Regional High School District in northeastern New Jersey, shares insights on fostering AI literacy through tailored learning experiences and initiatives like the NJ AI Literacy Summit. As part of the session, Cicchino guides attendees through organizing their own summit. . 

: Come watch a live recording of The Cusp, a new podcast hosted by Work Shift鈥檚 Paul Fain, exploring AI鈥檚 potential to not only enhance how we develop skills and improve job quality but exacerbate inequalities in our education and workforce systems. Leaders from Learning Collider, MDRC and Burning Glass Institute will share their perspectives on how AI can reach learners and workers in innovative ways, bridging the gap to economic opportunity. .

: While a few school districts have embraced artificial intelligence, neither the technology companies creating the AI nor the governments regulating it have provided guidance on how to integrate the new tech into classrooms. This has left districts wondering how to integrate AI safely, ethically and equitably. This panel of TeachAI.org founders and advisory members will discuss why government and education leaders must align standards with the needs of an increasingly AI-driven world. The panel features Khan Academy鈥檚 Kristen DiCerbo, Kara McWilliams of ETS, Code.org and ISTE鈥檚 Joseph South. .

Wednesday, March 6:

: Just as artificial intelligence is gaining momentum in education, the early childhood education workforce is experiencing record levels of burnout. A recent survey found many educators say they鈥檙e more likely to remain in their roles if they have access to better support, including high-quality classroom tools and flexible professional development. Could we harness AI to empower our early childhood workforce? This panel, led by the National Association for the Education of Young Children鈥檚 Stanford Accelerator for Learning, will explore the possibilities and challenges of AI in early childhood education. .

Perhaps no one in education needs to adapt more to AI than principals. This discussion with a principal and consultants from IDEO, The Leadership Academy and the Aspen Institute will explore how principals can lead during this time of swift change. Participants will come away with tangible suggestions for fostering innovation, adaptability and self-awareness. .

: This interactive session will give educators an opportunity to explore how they might use AI to advance their work, regardless of their background or technical expertise. 鈥婰ed by project managers and leadership development specialists with Teach For America, it will help participants create their own AI tools, build a deeper understanding of generative AI and develop a better sense of its promises and risks. .

Thursday, March 7: 

: This panel discussion, led by The Education Trust鈥檚 Dia Bryant and Khan Academy鈥檚 Kristen DiCerbo, will look at whether emerging uses of AI in schools could create a new digital divide. It will explore the intersection of AI and education equity and AI鈥檚 impact on students of color, as well as those from low-income backgrounds. The session will offer steps that educators and policymakers can take to ensure that schools factor in the culture and neurodiversity of students. . 

: This session, led by Alex Tsado of Alliance4ai, will explore what鈥檚 required to engage diverse learners to become emerging AI leaders. It鈥檒l also explore how educators can help them build tech and leadership skills and promote an 鈥淎I-for-good鈥� worldview. And it鈥檒l examine the challenges that Black communities face in AI development 鈥� and propose research and solutions that can be scaled easily. .

: This panel brings together of the U.S. Department of Education鈥檚 Office of Educational Technology and Jeremy of Digital Promise for an interactive conversation about generative AI that will integrate two distinctive and powerful vantage points 鈥� policy and research. They鈥檒l reflect on the listening sessions they鈥檝e conducted, talk about policy and share insights from major research initiatives that address the efficacy, equity and ethics of generative AI. .

Oh, and they鈥檙e fun.

That sophistication 鈥� and a bit of that fun 鈥� may soon be coming to school assessments.

Educators and developers are increasingly looking to the digital world of games and simulations to make tests more stealthy, playful and, they hope, useful. In the process, the new assessments may also push schools to become more creative.

鈥淭he idea is: Can assessment be more embedded?鈥� said Y.J. Kim, an at the University of Wisconsin鈥揗adison. 鈥淐an assessment be more exciting? Can assessment be more flexible?鈥�

In November, NWEA, which publishes the widely used , unveiled a 3D digital assessment on the popular that tests how well middle-schoolers have learned Newton鈥檚 .

The game, called Distance Dash, requires two students to work together to launch vehicles of different sizes and payloads. The goal: Get both to the finish line in perfect sync.

Students pick a skateboard, a bike, a grocery cart or an automobile, load each with different items, then collaboratively fine-tune the forces placed on them. The whole time, the game covertly measures several objectives, including whether students understand the principles of acceleration and how to apply optimal force.

Tyler Matta, NWEA鈥檚 vice president of learning sciences engineering, said the assessment grew out of the , which require students to analyze and interpret data and understand patterns.

He said helping design it was a stretch for NWEA test makers, who hadn鈥檛 previously worked with game designers. 鈥淲e got to see what goes into building educational games, which was all very novel for us. We learned a ton.鈥�

The organization is working with developer , which has produced . 

鈥淎s an assessment, it’s important that you actually have the ability to fail,鈥� explained Filament鈥檚 Kenny Green, the project鈥檚 producer. The data it generates 鈥� for instance, how many times students tried and what modifications they made 鈥� are all important for teachers to see. 

The new exam appears as Roblox, the popular gaming platform, moves further into schools. Last October, it said it鈥檒l to expand educational experiences on its platform, two years after an initial $10 million outlay. 

Rebecca Kantar, Roblox鈥檚 head of education, said physics lends itself well to such collaborative simulations. Distance Dash, she said, is 鈥渞epresentative of the kind of team-based problem solving real scientists do when they’re working through a physics problem in real life.鈥� 

Another recent development: In 2022, the Organisation for Economic Co-operation and Development assessed creative thinking for 15-year-old students in more than 60 countries via the assessment, which boasts interactive items that allow students to submit drawings with a . 

The test also includes open-ended tasks with 鈥渘o single solution but multiple correct responses,鈥� organizers said. The first results are expected this year.

Advocates hope to someday make tests more personalized and, in many ways, indistinguishable from games, said Bo Stjerne Thomsen of the . 鈥淲hat we hope is that playfulness becomes a serious part of assessment,鈥� he said.

Better still, more playful tests, he said, could open the door for schools to offer more creative, inquiry-based learning. 

He and others who are support the new tests don鈥檛 mince words: They envision a world where the kind of high-stakes, multiple-choice tests we all grew up with give way to assessments that for the first time allow teachers to capture a broader array of 鈥渘on-cognitive qualities鈥� such as teamwork and creativity, while keeping students focused on learning.

鈥淓very time you try to pause an experience or stop a learning experience, it actually stops the engagement,鈥� said Thomsen. It鈥檚 the same with play: 鈥淎s soon as you start measuring play, the play stops.鈥�

鈥業t’s about you engaging with someone else鈥�

Tests can also be demotivating, even though they鈥檙e designed to help students show what they鈥檝e learned, said Yigal Rosen, who led the creation of the PISA test.

He recalled interviewing fourth-graders who had taken NAEP science exams: At least one-third of the questions, according to students, were 鈥渟uper boring鈥� and not engaging.

鈥淭hey will skip them,鈥� Rosen said. 鈥淭hey will just select 鈥榃hatever.鈥欌��

Now the chief academic officer at , the learning software company, Rosen recalled that when his team tweaked the NAEP test with a 鈥減layful version鈥� that invited students to work together, he said, scores rose by 50%. 鈥淚t’s no longer about you just responding to this dry prompt,鈥� he said. 鈥淚t’s about you engaging with someone else.鈥�

When they think of playful assessments, most teachers probably think of digital tools like the popular learning platform , which allows teachers to create game show-like quizzes and polls that engage students on mobile phones and other devices. Louisa Rosenheck, Kahoot鈥檚 director of pedagogy, admitted that testing, for all its progress, is 鈥渟till an underdeveloped, untapped area.鈥� 

Digital tools like Kahoot that help teachers do informal assessments as they teach are helpful because they 鈥渇eel more low-stakes鈥� than traditional tests. 鈥淚t’s very quick, it’s informative. You can get feedback very, very easily,鈥� she said. 鈥淏ut the question types, the formats, often are still kind of discrete items.鈥�

In that sense, she said, they don鈥檛 take advantage of what good games can do: Collect extensive data on students鈥� thinking and decision making 鈥� much more important indicators than whether they got the correct result. But that鈥檚 expensive, so many educational games simply assess how far a player gets and how many tasks or levels she completes.

鈥楽tealth assessment鈥�

Researchers have been toying with the idea of more playful assessments for decades. Nearly 20 years ago, researcher began looking at ways to seamlessly weave tests directly into the fabric of instruction.

Shute devised the idea of 鈥渟tealth assessment,鈥� a system that discreetly tests students鈥� learning in interactive and immersive environments such as digital games. 

Aside from offering a less obtrusive way to measure learning, stealth assessment aimed to help with 鈥渇low,鈥� the mental state in which a person is so engaged and exhilarated by a task that they forget they鈥檙e working. 

For most students, any exhilaration melts when test time nears.

鈥淎ssessment is inherently about power,鈥� said the University of Wisconsin鈥檚 Kim. 鈥淎ssessment is inherently about evidence and rules.鈥�

By contrast, the new kinds of assessments empower students to challenge and question rules. In one proposed scenario, students in the PISA creativity test are asked to build a paper airplane, then come up with ideas to improve it.

In another, students design a 鈥渂icycle of the future,鈥� suggesting three original improvements over standard bikes. Then they鈥檙e asked to tweak the design of a proposed anti-theft camera mounted on the bike. Finally, since the future bicycle is automatically powered, they must suggest 鈥渁n original way to reuse or repurpose鈥� the pedals.

鈥淭he idea should be original,鈥� the test says, 鈥渋n the sense that not many students would think of it.鈥�

Kim has spent the past few years developing playful assessments for the classroom, originally with teachers, teacher trainees and game designers at MIT. Where Shute, her mentor at Florida State University, called it 鈥渟tealth assessment,鈥� Kim prefers the term 鈥減layful assessment.鈥�

鈥業t鈥檚 a mind shift鈥�

Kim has lately been testing something she calls the , a free, printable card game for teachers that Kim describes as 鈥淐harades meets Telephone鈥� to teach the process of drawing conclusions from a chain of evidence.

In the game, players take on one of three roles: Performer, Observer or Interpreter. They can only see one of the other two players, and gameplay proceeds as the performer silently acts out, in three movements or less, what鈥檚 on a card. The observer takes notes on what she sees and determines how to tell the interpreter what she saw. 

Like many in the field, Kim said a big roadblock to more playful tests is that so many school systems use assessments for teacher evaluations. 鈥淎t the end of the day, we are obsessed with the idea that 鈥楢ssessment is score: score about performance and proficiency.鈥欌��

Meanwhile, for most educators, play 鈥渋s not something that is productive,鈥� she said. 鈥淪o for teachers to kind of switch their mindset in terms of, ‘Assessment can be fun, and this is an assessment,’ it’s a mind shift.鈥�