By Jeff Farden, Director of Supervision and Instruction
Growing up in Caldwell, I vividly remember when the two-lane interstate between Canyon County and Ada County was a special route, reserved for back-to-school shopping trips or the occasional field trip to the zoo. Traveling into Boise felt distinct, with each city along the way having its own character. Today, however, the Treasure Valley has transformed into a sprawling urban landscape, where the boundaries between cities are blurred, making it hard to tell where one ends and the next begins. As someone who has spent many hours commuting into Boise, I am struck by the sheer number of vehicles and the ever-changing landscape of this once smaller valley.
On these daily drives, I’ve observed a variety of driving styles, each as unique as the drivers themselves. Despite the fact that most of us have gone through some form of driver education, no one is inherently born knowing how to drive. Some, like myself, may have learned on rural backroads at an early age, while others didn’t get behind the wheel until their teenage years in a formal driver’s ed program. We all remember that one person from school who couldn’t wait to get their license, and others who were absolutely terrified by the idea.
With the surge in population, the roads in the Treasure Valley have become a melting pot of different driving styles and habits. People from all over the country bring with them their own perspectives on what’s “normal” when it comes to driving. I’ve encountered them all: speed demons, tailgaters, overly cautious drivers, and those who seem to be out for a leisurely Sunday drive every day of the week. The vehicles they drive are just as varied—sporty cars, large pickups, beat-up sedans. Each one represents a different approach to the simple goal of getting from point A to point B.
This changing traffic scene reminds me of the evolving landscape of AI in education. Much like driving, people approach AI with varying degrees of enthusiasm and caution. Some educators are eager to jump in and embrace the latest tools, while others are hesitant or downright intimidated by the concept. Just as drivers choose vehicles that fit their needs and comfort levels, teachers select the AI tools that make the most sense to them. Am I someone who opts for the sleek, fast sports car of AI? Or am I more of a sturdy pickup truck type, sticking with what I know works for me? Maybe I’m driving an older model, just trying to keep up with the flow of traffic.
In the same way that drivers need to learn the rules of the road, teachers need to learn how to navigate the world of AI. Some will gravitate towards the newest and flashiest tools, while others will be more comfortable with what they’re already familiar with. Some are simply doing the best they can with what they have, and some are overwhelmed, not sure where to begin. Our goal, much like teaching someone how to drive, should be to guide educators through the basics of AI so they can confidently find their way. With a solid foundation, they can choose the tools that best fit their needs, knowing that there isn’t one “right” way to travel this AI highway.
Just as I’ve evolved in my driving preferences, from smaller cars to bigger pickups, some teachers will adapt and expand their use of AI over time. Others will stick with what feels comfortable to them, and that’s okay. The important thing is to help them feel empowered to make the journey. In the end, providing educators with the knowledge to navigate this new world will allow them to find the vehicle—whether fast, powerful, or simple—that gets them where they need to go. There’s no one-size-fits-all approach, just as there’s no single vehicle that works for every driver on the road.
