Generative artificial intelligence (AI) is changing the way we work, create, and think. But behind the apps and chatbots, there are big questions about ethics, the environment, and the future of human knowledge, skills, and creativity. We are learning to be researchers and civic communicators, diving deep into one specific issue of the AI revolution.
We analyzed commercials and music made by AI, analyzed how different AI companies are trying to communicate with consumers about their AI products, analyzed multiple perspectives from students about how and why they may or may not use AI, and started to explore some of the impacts of data centers on the environment.
We’re exploring the pros and cons of machine learning and generative artificial intelligence. To start thinking about the social and civic dimensions of AI, we reflected on what we know and what we want to know with the help of political cartoons about AI.
We practiced training an AI model using Google's Teachable Machine. (Note: The data and models weren’t uploaded for sharing or training actual models.) The site allows users to teach a computer to recognize images, sounds, & poses.
We used Google AI Quest to learn about potential uses of AI in science and medicine. We had to identify data and clean data that would be used to train an example AI model.
We used paper to create characters and scenes for our third exploration with stop motion animation.
We continued our exploration of stop motion animation using whiteboards. We mostly used a text, dots, lines, and stick figures to get the hang of making small changes to our animations.
We’re learning about cinematography and filmmaking this year. We’re starting the year by creating stop motion movies. Most of us are using LEGOs. We watched a couple of LEGO stop motion clips created by other students. To get started, we began thinking about the characters and settings we'd like to use. We started searching for characters and putting together some initial sets.
We discussed how some shots can be used to establish a setting and mood. We also discussed how shots can be zoomed in, out, medium, etc.
Some of our story ideas, sets, and characters changed throughout the pre-production (planning, making sets, storyboarding, casting characters), production (photographing, filming), and post-production (editing) processes. This happens all the time in filmmaking.
Our junior chapter of the National Society of Black Engineers (NSBE), in partnership with our school's Civil Engineering Club, organized learning opportunities for International Engineering Week 2026 and Black History Month.
Check out the full event summary, including a visit by civil engineers and a tower building competition.
On virtual learning days due to snow, we watched videos about being good digital citizens and discussed the videos with someone in our family.
We did some coding with Sphero Indi and color cards to create an algorithm in which the robot doesn't stop. This repeated pattern is a loop.
We kicked off Genius Hour. Students have opportunities throughout the year to design and complete projects of their choosing. Schools across the world implement Genius Hour programs to support students in pursuing their own interests and explore their passions. The Wildcat Workshop, with its materials and emphasis on civic and creative uses of digital technologies, is a perfect space for this kind of activity.
We learned about digital citizenship with Interland, by discussing digital citizenship scenarios, and from a guest speaker from the Office of the Pennsylvania Attorney General.
Some members of our WHYY Media Lab program also visit NBC10 in the Comcast Technology Center.