We have to provide instructors the support they need to leverage educational technologies like generative AI effectively in the service of learning. Given the amount of benefit that could accrue to students if powerful tools like generative AI were used effectively by instructors, it seems unethical not to provide instructors with professional development that helps them better understand how learning occurs and what effective teaching looks like. Without more training and support for instructors, the amount of student learning higher education will collectively “leave on the table” will only increase as generative AI gets more and more capable. And that’s a problem.
From DSC: As is often the case, David put together a solid posting here. A few comments/reflections on it:
I agree that more training/professional development is needed, especially regarding generative AI. This would help achieve a far greater ROI and impact.
The pace of change makes it difficult to see where the sand is settling…and thus what to focus on
The Teaching & Learning Groups out there are also trying to learn and grow in their knowledge (so that they can train others)
The administrators out there are also trying to figure out what all of this generative AI stuff is all about; and so are the faculty members. It takes time for educational technologies’ impact to roll out and be integrated into how people teach.
As we’re talking about multiple disciplines here, I think we need more team-based content creation and delivery.
There needs to be more research on how best to use AI — again, it would be helpful if the sand settled a bit first, so as not to waste time and $$. But then that research needs to be piped into the classrooms far better. .
From DSC: Very interesting to see the mention of an R&D department here! Very cool.
Baker said ninth graders inthe R&D department designed the essential skills rubric for their grade so that regardless of what content classes students take, they all get the same immersion into critical career skills. Student voice is now so integrated into Edison’s core that teachers work with student designers to plan their units. And he said teachers are becoming comfortable with the language of career-centered learning and essential skills while students appreciate the engagement and develop a new level of confidence.
… The R&D department has grown to include teachers from every department working with students to figure out how to integrate essential skills into core academic classes. In this way, they’re applying one of the XQ Institute’s crucial Design Principles for innovative high schools: Youth Voice and Choice. .
Client-connected projects have become a focal point of the Real World Learning initiative, offering students opportunities to solve real-world problems in collaboration with industry professionals.
Organizations like CAPS, NFTE, and Journalistic Learning facilitate community connections and professional learning opportunities, making it easier to implement client projects and entrepreneurship education.
Important trend: client projects. Work-based learning has been growing with career academies and renewed interest in CTE. Six years ago, a subset of WBL called client-connected projects became a focal point of the Real World Learning initiative in Kansas City where they are defined as authentic problems that students solve in collaboration with professionals from industry, not-for-profit, and community-based organizations….and allow students to: engage directly with employers, address real-world problems, and develop essential skills.
The Community Portrait approach encourages diverse voices to shape the future of education, ensuring it reflects the needs and aspirations of all stakeholders.
Active, representative community engagement is essential for creating meaningful and inclusive educational environments.
The Portrait of a Graduate—a collaborative effort to define what learners should know and be able to do upon graduation—has likely generated enthusiasm in your community. However, the challenge of future-ready graduates persists: How can we turn this vision into a reality within our diverse and dynamic schools, especially amid the current national political tensions and contentious curriculum debates?
The answer lies in active, inclusive community engagement. It’s about crafting a Community Portrait that reflects the rich diversity of our neighborhoods. This approach, grounded in the same principles used to design effective learning systems, seeks to cultivate deep, reciprocal relationships within the community. When young people are actively involved, the potential for meaningful change increases exponentially.
Although Lindsay E. Jones came from a family of educators, she didn’t expect that going to law school would steer her back into the family business. Over the years she became a staunch advocate for children with disabilities. And as mom to a son with learning disabilities and ADHD who is in high school and doing great, her advocacy is personal.
Jones previously served as president and CEO of the National Center for Learning Disabilities and was senior director for policy and advocacy at the Council for Exceptional Children. Today, she is the CEO at CAST, an organization focused on creating inclusive learning environments in K–12. EdTech: Focus on K–12 spoke with Jones about how digital transformation, artificial intelligence and visionary leaders can support inclusive learning environments.
Our brains are all as different as our fingerprints, and throughout its 40-year history, CAST has been focused on one core value: People are not broken, systems are poorly designed. And those systems are creating a barrier that holds back human innovation and learning.
Guided by a vision – often captured as a Portrait of a Graduate – co-constructed with local leaders, community members, students, and families, state policymakers can develop policies that equitably and effectively support students and educators in transforming learning experiences.
The Aurora Institute highlights the importance of collaborative efforts in creating education systems that truly meet the diverse needs of every student.
The Aurora Institute has spent years working with states looking to advance competency-based systems, and has identifieda set of key state policy leversthat policymakers can put into action to build more personalized and competency-based systems. These shifts should be guided by a vision–co-constructed with local leaders, community members, students, and families–for what students need to know and be able to do upon graduating.
There has been a move away from the traditional “Bachelor’s or Bust” mentality towards recognizing the value of diverse career pathways that may not necessarily require a four-year degree.
Local entities such as states, school districts, and private organizations have played a crucial role in implementing and scaling up career pathways programs.
While much has been written on this topic (see resources below), this post, in the context of our OECD study of five Anglophone countries, will attempt to provide a backdrop on what was happening at the federal level in the U.S. over the last several decades to help catalyze this shift in career pathways and offer a snapshot of how this work is evolving in two very different states—Delaware and Texas.
Despite modern technological advancements in classroom tools, many educational settings still center around a traditional model where the teacher is the primary source of information and students passively receive content.
Slowly, learning environments are inviting students to actively participate and take ownership of their learning through collaborative projects, inquiry-based experiences, and real-world problem-solving, thereby transforming traditional educational roles and practices.
The model, known as team teaching, isn’t new. It dates back to the 1960s. But Arizona State University resurrected the approach, in which teachers share large groups of students, as a way to rebrand the teaching profession and make it more appealing to prospective educators.
…
In Mesa, teachers working on a team leave their profession at lower rates, receive higher evaluations and are more likely to recommend teaching to a friend.
Early research also indicates students assigned to educator teams made more growth in reading and passed Algebra I at higher rates than their peers.
It is tough to bring students back to the classroom once chronic absenteeism rates begin to climb. As more districts struggle with historically high absenteeism, new research suggests they may need a more systemic approach to reengaging students.
A new working paper on Michigan schools released by the Annenberg Center found most school districts with severe attendance problems did not directly address absenteeism when planning school improvement strategies. Among those that did focus on improving attendance, few coordinated their interventions across schools and aligned interventions to combat the specific barriers keeping students from school.
“If you think about the reasons that families are missing school, informing families about their children’s attendance is certainly important, but it’s not like the primary driver of absenteeism,” Singer said, “so there’s a disconnect.”
However, I’ve learned that effective leadership isn’t about having all of the answers; it’s about knowing which questions to ask. Effective leaders listen deeply and ask questions that shape people’s thinking, moving the organization from where it is to where it needs to go.
Today’s K12 students are spending the vast majority of their time in classrooms listening to answers to questions they did not ask and following rules they did not have a hand in making. Given that this dynamic goes on for years, what is it doing to students’ minds and spirits? To their agency and empowerment? Are we unintentionally graduating dependent young adults?
…
But what if the opposite were true? What if schools empowered children to flourish? What if schools were the places where they could explore, identify, express, and develop their thoughts, feelings, and goals? There’s power in the uniqueness of every child. It’s time that school designs honor students’ unique calling, preferences, and goals, and encourage them to pursue those. It’s time to move fully into a new era for learning where learners can develop greater self-leadership than ever before.
About one university or college per week so far this year, on average, has announced that it will close or merge. That’s up from a little more than two a month last year, according to the State Higher Education Executive Officers Association, or SHEEO.
…
Most students at colleges that close give up on their educations altogether. Fewer than half transfer to other institutions, a SHEEO study found. Of those, fewer than half stay long enough to get degrees. Many lose credits when they move from one school to another and have to spend longer in college, often taking out more loans to pay for it.
…
Colleges are almost certain to keep closing. As many as one in 10 four-year colleges and universities are in financial peril, the consulting firm EY Parthenon estimates.
Students who transferlose an average of 43 percentof the credits they’ve already earned and paid for, the Government Accountability Office found in the most recent comprehensive study of this problem.
The artificial intelligence sector has never been more competitive. Forbes received some 1,900 submissions this year, more than double last year’s count. Applicants do not pay a fee to be considered and are judged for their business promise and technical usage of AI through a quantitative algorithm and qualitative judging panels. Companies are encouraged to share data on diversity, and our list aims to promote a more equitable startup ecosystem. But disparities remain sharp in the industry. Only 12 companies have women cofounders, five of whom serve as CEO, the same count as last year. For more, see our full package of coverage, including a detailed explanation of the list methodology, videos and analyses on trends in AI.
New Generative AI video tools coming to Premiere Pro this year will streamline workflows and unlock new creative possibilities, from extending a shot to adding or removing objects in a scene
Adobe is developing a video model for Firefly, which will power video and audio editing workflows in Premiere Pro and enable anyone to create and ideate
Adobe previews early explorations of bringing third-party generative AI models from OpenAI, Pika Labs and Runway directly into Premiere Pro, making it easy for customers to draw on the strengths of different models within the powerful workflows they use every day
AI-powered audio workflows in Premiere Pro are now generally available, making audio editing faster, easier and more intuitive
Now, after the pandemic, with the value of the bachelor’s degree foremost in the minds of students and families, a new academic arms race is emerging. This one is centered around academic innovation. The winners will be those institutions that in the decade ahead better apply technology in teaching and learning and develop different approaches to credentialing.
Sure, technology is often seen as plumbing on campuses — as long as it works, we don’t worry about it. And rarely do prospective students on a tour ever ask about academic innovations like extended reality or microcredentials. Campus tours prefer to show off the bells and whistles of residential life within dorms and dining halls.
That’s too bad.
The problem is not a lack of learners, but rather a lack of alignment in what colleges offer to a generation of learners surrounded by Amazon, Netflix, and Instagram, where they can stream entertainment and music anytime, anywhere.
From DSC: When I worked for Calvin (then College, now University) from 2007-2017, that’s exactly how technologies and the entire IT Department were viewed — as infrastructure providers. We were not viewed as being able to enhance the core business/offerings of the institution. We weren’t relevant in that area. In fact, the IT Department was shoved down in the basement of the library. Our Teaching & Learning Digital Studio was sidelined in a part of the library where few students went to. The Digitial Studio’s marketing efforts didn’t help much, as faculty members didn’t offer assignments that called for multimedia-based deliverables. It was a very tough and steep hill to climb.
Also the Presidents and Provosts over the last couple of decades (not currently though) didn’t think much of online-based learning, and the top administrators dissed the Internet’s ability to provide 24/7 worldwide conversations and learning. They missed the biggest thing to come along in education in 500 years (since the invention of the printing press). Our Teaching & Learning Group provided leadership by starting a Calvin Online pilot. We had 13-14 courses built and inquiries from Christian-based high schools were coming in for dual enrollment scenarios, but when it came time for the College to make a decision, it never happened. The topic/vote never made it to the floor of the Faculty Senate. The faculty and administration missed an enormous opportunity.
When Calvin College became Calvin University in 2019, they were forced to offer online-based classes. Had they supported our T&L Group’s efforts back in the early to mid-2010’s, they would have dove-tailed very nicely into offering more courses to working adults. They would have built up the internal expertise to offer these courses/programs. But the culture of the college put a stop to online-based learning at that time. They now regret that decision I’m sure (as they’ve had to outsource many things and they now offer numerous online-based courses and even entire programs — at a high cost most likely).
My how times have changed.
For another item re: higher education at the 30,000-foot level, see:
Lifelong Learning Models for a Changing Higher Ed Marketplace — from changinghighered.com by Dr. Drumm McNaughton and Amrit Ahluwalia Exploring the transformation of higher education into lifelong learning hubs for workforce development, with innovative models and continuing education’s role.
Higher education is undergoing transformational change to redefine its role as a facilitator of lifelong learning and workforce development. In this 200th episode of Changing Higher Ed, host Dr. Drumm McNaughton and guest Amrit Ahluwalia, incoming Executive Director for Continuing Studies at Western University, explore innovative models positioning universities as sustainable hubs for socioeconomic mobility.
The Consumer-Driven Educational Landscape
Over 60% of today’s jobs will be redefined by 2025, driving demand for continuous upskilling and reskilling to meet evolving workforce needs. However, higher education’s traditional model of imparting specific knowledge through multi-year degrees is hugely misaligned with this reality.
Soaring education costs have fueled a consumer mindset shift, with learners demanding a clear return on investment directly aligned with their career goals. The expectation is to see immediate skills application and professional impact from their educational investments, not just long-term outcomes years after completion.
“This breach was actually really huge,” Gravatt says. “And it wasn’t just school records. It was health records, it was all sorts of things that should be privileged information that are now just out there floating around for anybody to buy.”
It’s an example of a growing nationwide trend in which hackers are targeting a surprising group of people: young public school students.
As school districts depend more on technology, cyberattacks against those systems, and the sensitive data they store, are on the rise. While it’s hard to know exactly how many K-12 school systems have been targeted by hackers, an analysis by the cyber security firm Emsisoft found 45 districts reported they were attacked in 2022. In 2023, that number more than doubled, to 108.
He says stealing a child’s identity may seem counterintuitive because they don’t have resources of their own, but it can cause “a lot of havoc.” Parents don’t necessarily monitor their children’s credit and bad actors can easily open up bank accounts, rack up debt and apply for loans in a child’s name.
“And as a result, cyber criminals can abuse the credit records of minors for many, many years before the victims learn about it,” Levin says.
From DSC: This is a deeply troubling situation, and yet another example of what occurs when people don’t care about each other. They only want to make money — and they don’t care about how they go about doing that. (LORD, help us!)
As the article suggests, the impacts of these breaches can last for years. When sensitive information is lost in a breach, that information can come back to haunt young people as they try to get jobs, get into colleges, build positive credit reports, and more.
So we need to invest in the hardware, software, and people to protect that data.
From DSC: I have had two instances recently where the phone-based systems (i.e., the Voice Response Units) haven’t worked…at all. They either wouldn’t let me do something as simple as updating my credit card number on file or checking on the status of a prescription. Human beings had to get involved to help me get the issues resolved. (Sounds a bit like the recent issues with the FAFSA forms, as I think about it.)
This is old hat, I know. This is common knowledge. But with AI, I’m increasingly concerned that the temptations are there for the MBAs/executives out there to lay off employees and boost their short-term profits (so that Wall Street will reward them and so that they can get their year-end bonuses).
The reminder/lesson for businesses and organizations of all types (including colleges and universities):
Unless you want to piss off and lose your customers, always allow your customers to stop using a VRU and go directly to a person that they can talk to.
Then empower those employees on the front lines as much as possible so that they can get the issues resolved for your customers.
Don’t think you are putting your MBA to good use by laying off your employees after you implement some new VRU system or AI-backed system. Don’t be too quick to think that you’re going to save all kinds of money by going with AI. This might be the case down the line, but I wouldn’t be too quick to get there yet. And even when you do get there, please allow us to talk to human beings.
Teachers are the least empowered, most[-] disrespected, stressed and burned-out of all professions in the U.S. IMAGED CREATED BY DALL-E FOR BRANDON BUSTEED
If your goal was to create a miserable work environment where employees are stressed, burned out, disrespected and given no say in their job just look to U.S. schools for inspiration. They are our ‘best practice of miserable workplaces.’ And if you were looking for one major fix to education in America, you’d do everything in your power to ensure teachers are empowered.
Teacher engagement and empowerment may be the single most important national objective for improving education. Yet years of failed education policy combined with maligned attitudes about teaching have rendered teachers as among the least empowered and most disrespected professions in the country. This is a tragedy of unimaginable proportions. After all, teachers are the gateways to every profession because they are the ones we have tasked with teaching and motivating every young person in the country.
We need to free our teachers to do what they do best – to teach and inspire. Well-intentioned yet failed education policies that have overemphasized standardized testing and driven national and state-level ‘standardized’ curriculum have led to teacher disempowerment.
Putting The Public Back In Education
CommunityShare is an interesting nonprofit organization that has found a way to promote vibrant educational experiences by connecting students and educators to the skills, knowledge, and life experiences of community members.
…
Founded in 2015 in Tucson, Arizona, CommunityShare aims to reimagine the relationship between schools and communities. The organization’s vision is “a world where everyone sees themselves as a learner and educator working together to develop their community’s potential.”
Through CommunityShare, teachers and community partners, from artists to astronauts, co-design enriched learning projects that tap into students’ creativity, cultivate real-world skills, and expose students to available community assets.
An unexpected way to fight chronic absenteeism — from hechingerreport.org by Javeria Salman School districts are having some success with using telemedicine and teletherapy to ensure more kids stay in school
The telemedicine clinic is also a way to relieve the burden on working parents, Oakley said: Many parents in the district’s Title I schools work hourly wage jobs and rely on public transportation, making it difficult to pick up a sick child at school quickly.
Amid ongoing efforts to diversify the K-12 teacher workforce, a United Negro College Fund report finds some historically Black colleges and universities are working to get Black students in the teacher pipeline by tapping into faculty networks, establishing relationships with school districts and using financial aid as a recruitment tool.
Additionally, HBCUs leveraged long-standing connections with their local Black church communities to promote teacher prep programs and financial aid offerings during religious services.
UNCF suggested higher ed institutions develop pipelines for Black educators beginning in high school by offering students opportunities to work with children and then maintaining relationships with them through their matriculation into college and eventual completion of a teacher certification.
The intent of this report is to help communities build their capacity for transformation of education, advancing toward what our society needs most—a system that works for young people. It draws on the experiences and insights of innovators across the United States who are already answering this challenge—creating learner-centered, community-based ecosystems.
…
This report includes:
a landscape analysis of select communities creating learning ecosystems;
a framework that emerged from the analysis and can be used by communities to consider their readiness and appetite for this transformation;
an invitation to communities to explore and discover their own path for reimagining education; and
a call for national and regional institutions to listen, learn from, and create the conditions for communities to pursue their visions.
From DSC:
The above items was accessed via the article below:
The Norris School District in Wisconsin exemplifies how learner profiles and community connections can enhance authentic learning experiences for young people, fostering a culture of belonging and responsibility.
Purdue Polytechnic High School demonstrates the importance of enabling conditions, such as creating microschools with access to shared services, to support a learner-centered approach while ensuring scalability and access to a variety of resources.
Why are we doing this work? Over the past two years, the U.S. Department of Education has been committed to maintaining an ongoing conversation with educators, students, researchers, developers — and the educational community at large — related to the continuous progress of Artificial Intelligence (AI) development and its implications for teaching and learning.
Many educators are seeking resources clarifying what AI is and how it will impact their work and their students. Similarly, developers of educational technology (“edtech”) products seek guidance on what guardrails exist that can support their efforts. After the release of our May 2023 report Artificial Intelligence and the Future of Teaching and Learning, we heard the desire for more.
Moving from reaction to action, higher education stakeholders are currently exploring the opportunities afforded by AI for teaching, learning, and work while maintaining a sense of caution for the vast array of risks AI-powered technologies pose. To aid in these efforts, we present this inaugural EDUCAUSE AI Landscape Study, in which we summarize the higher education community’s current sentiments and experiences related to strategic planning and readiness, policies and procedures, workforce, and the future of AI in higher education.
Educational administrators should not worry about every AI development, but should, instead focus on the big picture, as those big picture changes will change the entire world and the educational system.
AI and related technologies (robotics, synthetic biology, and brain-computer interfaces) will continue to impact society and the entire educational system over the next 10 years. This impact on the system will be greater than anything that has happened over the last 100 years, including COVID-19, as COVID-19 eventually ended and the disruptive force of these technologies will only continue to develop.
AI is the bull in the China Shop, redefining the world and the educational system. Students writing a paper with AI is barely a poke in the educational world relative to what is starting to happen (active AI teachers and tutors; AI assessment; AI glasses; immersive learning environments; young students able to start their own business with AI tools; AIs replacing and changing jobs; deep voice and video fakes; intelligence leveling; individualized instruction; interactive and highly intelligent computers; computers that can act autonomously; and more).
15 legal Substacks worth your time — from jordanfurlong.substack.com by Jordan Furlong It’s my great pleasure to return the compliment of a Substack Recommendation and direct your attention to these terrific legal newsletters.
GeoLegal Notes, by Sean West, Co-Founder Hence Technologies, Santa Monica, CA. “Bridging the gap between global affairs and legal practice; helping equip legal leaders to thrive against a backdrop of increasing global complexity.”
—> Recommended post: Law and Politics of Supply Chains for Goods, AI and Knowledge
…
In addition…please also take a moment to click through and check out these ten other excellent newsletters:
Abstract
We conducted the first randomized controlled trial to study the effect of AI assistance on human legal analysis. We randomly assigned law school students to complete realistic legal tasks either with or without the assistance of GPT-4. We tracked how long the students took on each task and blind-graded the results. We found that access to GPT-4 only slightly and inconsistently improved the quality of participants’ legal analysis but induced large and consistent increases in speed. AI assistance improved the quality of output unevenly—where it was useful at all, the lowest-skilled participants saw the largest improvements. On the other hand, AI assistance saved participants roughly the same amount of time regardless of their baseline speed. In follow up surveys, participants reported increased satisfaction from using AI to complete legal tasks and correctly predicted the tasks for which GPT-4 were most helpful. These results have important descriptive and normative implications for the future of lawyering. Descriptively, they suggest that AI assistance can significantly improve productivity and satisfaction, and that they can be selectively employed by lawyers in areas where they are most useful. Because these tools have an equalizing effect on performance, they may also promote equality in a famously unequal profession. Normatively, our findings suggest that law schools, lawyers, judges, and clients should affirmatively embrace AI tools and plan for a future in which they will become widespread.
Welcome to the first of a few special Legal Week 2024 edition episodes of “The Geek in Review,” where we looked for innovative and creative ideas on the road and recorded live from the bustling environment of the 2024 Legal Week conference in New York.
Marlene Gebauer notes the transformation of Legal Week into a thought leadership conference, with a special mention of keynote speaker Bryan Cranston’s impactful talk on storytelling, branding, and the thoughtful application of AI in both the acting world and the legal tech space.
In the second of a special series of interviews from Legal Week 2024 , co-hosts Greg Lambert and Marlene Gebauer welcomed Mollie Nichols, CEO, and Mark Noel, Chief Information and Technology Officer of Redgrave Data. Nichols and Noel discuss Redgrave Data’s mission to cut through the hype of legal tech innovations, particularly generative AI. Nichols emphasized the company’s focus on delivering custom solutions that meet clients’ actual needs and highlighted the importance of educating the legal community on effectively integrating new technologies into their practices.
Mark Noel emphasized the strategic addition of data scientists to their team, enabling Redgrave Data to develop and advise on cutting-edge technologies. He stressed the importance of applying generative AI judiciously, pointing out its limitations and the potential for misuse if not properly vetted. Noel and Nichols shared insights on navigating the legal tech landscape, emphasizing efficiency, data management, and the careful evaluation of tech solutions.
I can’t recall any prior technology that has simultaneously trigged both of breathless enthusiasm and panicked resistance . While the technology shows game changing promise, there are significant ethical, client relations, security and intellectual property concerns which still need to be addressed. The C-Suite survey charts the issues of concern where are impeding adoption of GenAI.
These days, whenever a customer asks me for my view of generative AI for law and where and how they should be using it, I reply with a simple analogy: Think ‘Google Maps for lawyers’.
Analogising generative AI for law to mapping technology begins with thinking about legal matters as journeys. A similar conceptualisation appears in a recent article by Justin Turman, legal systems and processes manager at Stryker, with legal work as flight paths. Either way, you have a desired destination (winning a lawsuit, closing a deal, finalising a contract, etc.) and many possible ‘routes’ reflecting various strategic and tactical decisions along the way. At various junctures, it is helpful to get intelligence and directions on how to proceed. And, as with driving (or flying), circumstances are subject to change along the way – newly discovered facts, shifts in goals, etc.
Based on that bathroom-break induced inspiration, Neal went on to develop — and this week launch — Lexplug, a site developed for law students “to make interacting with cases more accessible, efficient, and engaging.”
Search, Query and Simplify Case BriefsAt its core, Lexplug is a library of case briefs, all created by Neal using GPT-4. So far, he has created 7,000 briefs, and hopes to have 50,000 by the end of the year. To decide which cases to prioritize, he collected a variety of syllabi for basic law school courses such as constitutional law and torts and extracted the key cases. He also has the full text of every briefed case.
But there is another, related, kind of justice gap in this country. It is the funding gap between those who are developing legal technology to better meet the legal needs of low-income Americans and those who are developing legal tech to serve large law firms and corporate legal departments.
…
At Legalweek, the focus of the conference is almost exclusively on tech for large law firms and corporate legal departments. The sponsors and exhibitors are focused on products for e-discovery, contract lifecycle management, large firm financial and business management, and the like. The programs, similarly, focus on data privacy, e-discovery, information governance, contract technology, and large-scale litigation.
The exhibit hall spans three floors, the booths are big and bright, and the vendors seemingly all throw parties that are over the top, or quite literally near the top, at venues such as the Rainbow Room at the top of Rockefeller Center, with freely flowing alcohol and plenty of food.
By contrast, at the ITC conference, the attendees come mostly from the ranks of legal aid offices, pro-bono programs, court self-help staff, and the like. The programs focus on how understaffed legal aid offices and understaffed courts and understaffed community programs can use technology to help meet the influx of low-income people seeking legal help.
The juxtaposition of the glitziness of one conference and the modesty of the other speaks to the larger issue of inequity in legal tech – and specifically financial inequity.
![Teachers are the least empowered, most[-]disrespected, stressed and burned-out of all professions in the U.S. IMAGED CREATED BY DALL-E FOR BRANDON BUSTEED](https://imageio-forbes-com.cdn.ampproject.org/i/s/imageio.forbes.com/specials-images/imageserve/65d8b0ac957e1304a58aea38/Teacher/960x0.png?height=711&width=711&fit=bounds)
