Socratic Debates for Learning with Google Gemini

Though it's often referred to as a shortcut that curtails learning opportunities for students, the integration of AI into learning can offer unique opportunities to deepen, rather than bypass, the rigors of critical thinking. By leveraging AI not as a shortcut for answers but as a Socratic sparring partner, educators can provide every student with a tireless, objective tutor capable of pushing them toward understanding. 

This method of "adversarial learning" sets up the AI as a foil for a student, forcing them to confront biases, bridge gaps in their learning with contextual evidence, and refine their critical thinking and argument construction skills in a low-stakes environment. Ultimately, this approach pushes students beyond low-level content knowledge acquisition toward more sophisticated reasoning and resilience.

Socratic Sparring

The video models using Google Gemini as a critical mentor. Rather than spouting answers, Gemini challenges student thinking and pokes proverbial holes in their arguments through a turn-by-turn adversarial conversation. This forces students to defend their positions using facts and data, and helps them refine and strengthen their stance. 

Instructional Benefits

By creating a prompt for students to either enter into a fresh Gemini chat, or to create a custom Gem, teachers can easily scale the activity of building a stance and defending a argument with critical thinking and research. This level of feedback for each student without technology would be unsustainable. Students can fail, pivot, and refine their arguments in their own Gemini chat before they present or debate in front of their peers, lowering the threshold for students to clear to reach the learning target. Plus, developing high-level reasoning skills translates quite favorably to authentic work requirements.

Gemini and Gems

To access Gemini, students and staff can go to Google Gemini in Safari or Chrome apps or use the Google Gemini app on iPad devices.

Beyond Tools: Human-First AI Skills for Your Classroom

As Artificial Intelligence (AI) becomes a permanent fixture in our students' lives, we find ourselves at a crossroads: Do we let AI drive the learning, or do we teach our students to be the pilots?

To help answer this, we’ve developed the Barrington 220 AI Skills Framework, a K–12 progression designed to ensure that AI serves as a teammate, not a shortcut. But understanding the "how" of these skills starts with understanding the "why."

Teaching our students to use AI is more than rules and tools.

Two recent conversations in the educational world, featured on the Vrain Waves and AI for Educators podcasts, perfectly capture the heart of our vision.

Prompt the Human Before the Machine

In a recent Vrain Waves episode, Dr. Sabba Quidwai shares a mantra that has become a guiding principle for our district: "Prompt the human before you prompt the machine."

Dr. Quidwai argues that if we go straight to an AI tool to solve a problem, we bypass the most critical part of the learning process: our own cognition. In Barrington 220, our Skill 1: Ask isn’t just about typing a prompt. It’s about pausing first. We want students to brainstorm, hypothesize, and define their own intent before they ever open a tab. By "prompting the human" first, we ensure that the AI is extending a student's thinking rather than replacing it.

AI as the Teammate, You as the Pilot

On the AI for Educators Daily podcast, Dan Fitzpatrick discusses the "Human Element" in an automated world. He reminds us that while AI can generate content at lightning speed, it lacks empathy, values, and judgment.

This is where our Skill 2 (Check) and Skill 3 (Correct) come into play. We are teaching our students that they are the "Senior Editors" of their own work. In a world where AI can hallucinate or provide biased information, the ability to critically evaluate and take ownership of a final product is a vital life skill. As Fitzpatrick suggests, the educator's role is shifting from being the source of information to being the coach who helps students navigate that information.

The Five Core AI Skills

1. Ask (Prompt & Context Engineering): Define the need and provide the grounding.
2. Check & Choose (Critical Evaluation): Decide what to trust and what to reject.
3. Correct (Revision & Ownership): Maintain a unique voice and fix errors.
4. Create (Creativity): Use AI as a spark for personal innovation.
5. Connect (Lateral Learning): Find patterns across subjects and the real world.

Modeling the Way

For our staff, the "Why" is even more personal. As seen in the "AI for Staff" section of our document, we aren't just teaching these skills; we are modeling them. You may have experienced this first hand if you attended a professional learning session led by a member of our AI Task Force at the Institute Day in February. Whether you are using Brisk or Snorkl to provide more timely feedback, NotebookLM to synthesize complex research, or Gemini to differentiate a lesson, you are showing students what "Human-First AI" looks like in practice.

Key’s Quick Tips for April 2026

New AT/OT Carts

We now have new AT/OT (Assistive Technology/Occupational Therapy) carts filled with low-tech tools to support all areas in the classroom. Ask your building OT where the cart in your school is located and check out all of the great tools your students can trial. 

Click here for a list of toolbox supplies & procedures

 

iPad Reading Supports

Assistive Technology supports are built into the iPad to support reading:

Tip! Update your iPad to iPadOS 26 for the most updated accessibility features! 

Text to Speech—Select text & have the iPad read text out loud 

Great for:

• Increasing Reading Comprehension
• Increasing Reading Fluency
• Check for Errors in Writing 

Includes a look-up feature to look up the definition of words and search for more information about the text & a translation feature to select text, translate it to your chosen language, and have it read out loud in that language. 

Click here for video demos and directions

 

Live Text (on iPad & iPhone)

Take a picture of text (handwriting or typed text), press the Live Text button to recognize the text, and it will read the text out loud! It will also translate the image and will read it out loud in the language you chose! 

Take a picture of a book, worksheet, sign, handwritten note, or anything with text! 

Click here for video demos and directions

 

Closed Captioning

If you are not already using closed captioning when you are teaching, turn it on and try it out! There are many benefits for our students—here are just a few! 

• Seeing and hearing words can make connections between written and spoken language, potentially increasing word recognition, vocabulary, and comprehension.
• Students stay focused longer because the screen is changing.

Click on the link here for more information and step-by-step directions for using it on the MacBook, iPad, Google Slides & YouTube!

 

Have questions about any of these? Reach out to me! 

Kelly Key, Assistive Technology Coordinator

kkey@barrington220.org 

Technology & Innovation Department Update

On March 16, 2026, leaders in the Technology and Innovation Department presented our annual department update to the Board of Education. Presenters included Dr. Matt Fuller, Assistant Superintendent of Technology and Innovation; Ms. Tracy Harper, Director of Student Information; Mr. Joe Robinson, Director of Innovation; and Mr. Russ Vander Mey, Director of Technology Services.

The Technology and Innovation Department supports the following areas in Barrington 220:

• Instructional Technology and Innovation
• Technology Services and Infrastructure
• Student Information Systems
• Language Translation and Interpretation
• District Print Shop

In addition, our department supports the district’s Teacher Librarians, elementary STEM teachers, and Transportation services. The Department of Technology and Innovation is highly collaborative and works with other district departments to support technology and innovation needs across the district. Our department is responsible for implementing Framework 220 objectives in the areas of Future Readiness, Health and Well-being, and aligns closely to our district’s Personalized Learning objectives, while supporting all other areas.

One to World Learning Device Program

Barrington 220’s One to World program ensures that every student and staff member has access to a reliable learning device, internet connectivity, and essential instructional tools. Since its full implementation across all grade levels, the program has remained focused on supporting collaboration, creativity, communication, and critical thinking—key elements of the district’s Learner Profile.

The district continues to use iPads as the primary device due to their balance of functionality, flexibility, and cost-effectiveness. A recent cost comparison confirmed that iPads remain the most economical option over a three-year cycle. A full device study is planned for the 2026–27 school year to further evaluate device options, incorporating teacher feedback, classroom use, and evolving technology trends.

Professional Learning

Professional learning this year has centered on Authentic Learning, Student Agency, and the thoughtful integration of emerging technologies like Artificial Intelligence (AI). Staff engaged in a self-paced Authentic Learning Foundations course, which included real classroom examples, reflection opportunities, and practical strategies that could be applied immediately.

In addition, the February 2026 Institute Day featured a wide range of sessions led by both national experts and Barrington 220 educators. These sessions provided hands-on opportunities to explore AI tools, instructional strategies, and innovative classroom practices. Ongoing support is also available through coaching, library-based support, and the district’s Digital Learning Hub, ensuring that staff can continue learning at their own pace throughout the year.

Technology Support

The district provides a comprehensive technology support system for students, staff, and families. School-based Library Technology Associates (LTAs) serve as the first point of contact, while a centralized Technology Support Team offers additional expertise through a structured three-tier system. This approach ensures that issues are addressed efficiently and with the appropriate level of support.

This year, the team successfully completed a large-scale device refresh, distributing new iPads and laptops across the district. Systems like remote device management and a new ticketing platform have improved efficiency, allowing for better tracking, faster resolutions, and more streamlined support processes.

Infrastructure Projects

Several major infrastructure projects have enhanced classroom and network capabilities across the district. New classroom displays have replaced outdated SMART Boards and projectors, providing improved visuals and easier connectivity for staff and students.

The district has also upgraded wireless access points to the latest Wi-Fi standards and begun replacing older fiber optic cabling to support faster and more reliable network performance. These improvements ensure that classrooms are equipped with modern, dependable technology that supports daily instruction and future growth.

Cybersecurity

Cybersecurity remains a critical priority in protecting student data, staff information, and district systems. Barrington 220 maintains strong protections through web filtering , endpoint security systems, and identity protection measures such as multi-factor authentication. The district also actively trains staff to recognize and avoid phishing attempts, with results showing stronger performance than national education averages. Partnerships with national cybersecurity organizations provide access to real-time threat intelligence and best practices.

Student Information Systems

The Student Information Services team continues to enhance the use of Infinite Campus to improve efficiency, communication, and data accuracy across the district. Efforts include automating alerts, expanding system integrations, and reducing manual processes so staff can access and use student information more effectively. Ongoing training opportunities help staff better understand and use our data systems. Recent upgrades, including improvements to the point-of-sale system and expanded integrations with other platforms, support smoother operations and more connected services for students and families.

Artificial Intelligence (AI)

Barrington 220 emphasizes a guiding principle in the use of AI: “Prompt the human before we prompt the machine,” ensuring that AI enhances—rather than replaces—student thinking and learning. Through professional learning, classroom exploration, and clear expectations, staff and students are learning how to use AI tools responsibly and effectively. The focus remains on using AI to support curiosity, creativity, and problem-solving while maintaining strong standards for ethics, safety, and academic integrity.

Conclusion

Across all areas, the Department of Technology and Innovation continues to build and maintain systems that enhance teaching, learning, and operations in Barrington 220. By combining strong infrastructure, thoughtful professional learning, responsive support, and a forward-looking approach to technologies like AI, the district is well-positioned to support students and staff now and into the future.

More Information

Read the full Board of Education memo

See the presentation slides 

Piloting a Solution to Avoid Unexpected Student Blocking

As Barrington 220 teachers may know, Staff and Student groups have different access on our district web filtering system. Our web filters are further customized by grade level for Students. This situation sometimes results in a teacher assigning a resource to students and finding out that the resource is blocked for students. Until now, teachers have had no easy way to test student resources in advance.

The Technology & Innovation Department recently began a test to hopefully solve this problem. All certified staff have both a MacBook Air laptop and iPad assigned to them, and we are now able to set devices to different filtering settings—even if device is assigned to a specific group. We are keeping the MacBook Air laptop filtered with Staff settings, but changing the Staff iPad to use our Student filter settings.

Teachers can now test resources they are assigning to students on the Staff iPad.

Please note three considerations for these new iPad settings for Staff:

• Filtering is active 24/7, both on and off district networks.
• This new setting applies only to certified and administrative staff iPads; classified staff will not be affected.
• Following student iPad filtering, remember that social media and video streaming platforms will no longer be accessible on a Staff iPad.

Please contact your building Library Technology Associate (LTA), call x. 1500, and/or otherwise contact the Department of Technology & Innovation with questions, comments, or concerns about this setting change. 

Although we are testing this in advance, you may have additional information we did not experience during testing.