Clay Handy — Nick Smoot thanks Representative Handy for having him.
Clay Handy — Clay Handy is addressed as Vice Chair as the chair returns, with the exchange simply acknowledging his role.
Nick Smoot — Nick Smoot, a resident of Coeur d'Alene, Idaho, introduces himself and frames his presentation as a discussion of artificial intelligence in education, setting up the broader conversation on AI's role in education and workforce development.
Nick Smoot — Nick Smoot introduced himself as being from Coeur d'Alene, Idaho, thanked the committee, and said he would remain available to help. He then discussed how artificial intelligence is rapidly changing coding jobs and broader work, urging the state to take the issue seriously. He emphasized that AI can also benefit struggling students and the middle group, and said education will need to fundamentally change so Idaho can prepare people to contribute meaningfully. He further noted that AI includes many different model types and uses beyond generating songs or poems, such as machine vision and AI agents.
Karen Parker — Karen Parker is introduced as an education-focused Google/google.org employee speaking in her personal capacity, then takes the floor to discuss AI in education. She explains that schools are exploring how to bring AI into classrooms and frames the issue around student learning and teacher support. She highlights AI literacy, critical thinking, and the need for students to distinguish human from synthetic logic, while also describing how AI can help teachers with scaffolding, differentiation, and instructional support. She gives examples of AI tools such as chatbots, closed educational platforms, reading tutors, and systems that assess reading performance and may help identify dyslexia, emphasizing that these tools can provide useful data to teachers. She concludes by arguing that schools should adopt AI in student-centered, teacher-led ways that support both educators and districts.
Harry Amund — Harry Amund is introduced as a three-time superintendent, with experience serving school districts across three different states, and is presented as someone who will discuss trends in education.
Harry Amund — Harry Amund described his post-retirement work counseling and training Idaho school boards and administrative teams, including work with tribal education challenges in the Northwest and Arizona. He then discussed his volunteer service with the Idaho Youth Ranch and praised its Center for Resiliency in Caldwell as a leading trauma-focused school for children with serious needs. After that, he clarified that his role in the discussion is as an educator rather than an AI expert, and explained that his main concern is the bottom 20% of students—especially vulnerable kids who often lack support at home—asking how AI might help them and emphasizing the importance of one-on-one connections.
Harry Eamond — Harry Eamond introduces himself as a former superintendent from the Coeur d'Alene area and recalls previously meeting with both the House and Senate Education Committees in the same room. He then continues his background by describing how, after retiring from the Coeur d'Alene School District, he immediately began working at the Salvation Army Kroc Center, where he was involved in hiring, training, and helping the center grow rapidly.
Jack — A committee member identified as Jack said he had a noon energy seminar and asked the presenters not to disappear and to send materials.
Unidentified committee member — The committee member discussed AI’s rapid and transformative impact, noting that it may replace programmers, composers, and poets, and then raised concern that AI could also shorten education and accelerate people’s entry into the workforce, using a doctor example to illustrate how training paths might be abbreviated.
Soñia Galaviz — Thanked the presenters, said she was looking forward to the lunchtime presentation and discussion, and began a comment about being an elementary school teacher.
Soñia Galaviz — Explained that she has taught elementary school for 22 years and described changes she sees in students before and after AI and increased screen use.
Soñia Galaviz — Said she is cautious about overuse of AI and dependence on screens for instruction or remediation.
Soñia Galaviz — Cited concerns about reduced attention spans, less reading, and a Forbes report about Gen Z.
Soñia Galaviz — Said she reduced screen access in her classroom and wants elementary students reading books.
Soñia Galaviz — Emphasized pencil-and-paper learning, learning from mistakes, and preserving human connection while acknowledging AI's value.
Soñia Galaviz — Acknowledged AI's utility but urged caution about overreliance and stressed the power of teachers.
Soñia Galaviz — Referenced as the basis for a prior comment about screen use and AI.
Soñia Galaviz — Asked whether any school district or charter is not already providing recess time.
Soñia Galaviz — Asked Redman to address the bill language barring recess from being withheld for disciplinary purposes and raised concerns about flexibility for discipline.
Soñia Galaviz — Moved to introduce the levy-timeframe RS, though the number was garbled in the transcript.
Dale Hawkins — Dale Hawkins is back as chair, and the committee acknowledges him as Mr. Chairman while Representative Redman begins remarks and the meeting prepares to proceed.
Clint Hostetler — Moved to introduce RS 33434.
couple teachers up north — Teachers brought the issue to Redman after experiencing online harassment and reputational harm.
Douglas Pickett — Moved to introduce RS 33254.
Dave Lent — During the final adjournment and procedural wrap-up, Dave Lent was addressed as Mr. Chairman, presided over the final vote and adjournment, and was thanked as the committee chair as the meeting concluded.