The Pocketbook Problem: Why We Need Diverse Architects in the Age of AI

Education
Written By Lydia Kumar

Episode 29 of Kinwise Conversations · Hit play or read the transcript

Episode Summary: The Fundamental Shift in K-12 Tech Education

In this episode, we sit down with Ivanna Gutierrez, Director of High School and Career Related Programs at the Dottie Rose Foundation. With a background that spans from IT risk consulting to teaching in the very same high school classroom where she first learned to code, Ivanna offers a unique "full-circle" perspective on the evolution of technology in schools.

The conversation centers on the sudden arrival of generative AI in the classroom and the institutional need to move beyond simple detection. Ivanna discusses her approach to guiding students through "vibe coding" while maintaining the rigor of logical thinking. More importantly, she addresses the growing divide in AI access, arguing that true literacy is a prerequisite for equity. By teaching students—particularly girls and underrepresented minorities—to move from being mere consumers of technology to becoming its creators, we can ensure the digital world of tomorrow is designed by the same diverse voices it serves.

🔑 Key Takeaways for K-12 Leaders

  • AI as a "Personal Tutor" for Equity: AI literacy should be treated as a foundational skill to close the opportunity gap for students who lack traditional support networks at home.

  • The "Vibe Coding" Balance: Educators must encourage experimentation with AI-generated starting points while requiring students to explain the logic and "why" behind the code to ensure true mastery.

  • Shifting from Consumer to Creator: To prevent further marginalization, curriculum must focus on empowering students to build and shape technology rather than just navigating existing tools.

  • Workforce Readiness via Personal Branding: In a world where technical skills are increasingly automated, "human-centric" skills like networking, portfolio building, and professional storytelling are the ultimate differentiators.

Bridging the Gap: From Corporate Consulting to the Classroom

Lydia Freeman Kumar: Welcome to Kinwise Conversations in AI. Today, we're joined by Ivanna Gutierrez, Director of High School and Career Related Programs at the Dottie Rose Foundation. Ivanna, I’m grateful you’re here. Could you share your story and what motivates your work?

Ivanna Gutierrez: Thank you for having me. I studied Computer Science at UNC Charlotte and went into IT consulting for several years. I saw back then that there were not many females or Latinas in the field. During the pandemic, I transitioned into education, eventually teaching at my alma mater, Phillip O. Berry Academy of Technology. It was surreal—I was teaching in the same room where I had been a student, even finding old textbooks with my name in them! My goal was to bring that realism from the corporate world into the classroom. I wanted to show students that while the work is hard, they can do hard things.

Lydia Freeman Kumar: You have so much credibility being able to say, "I was a student here, and here is how this applies in the real world." How did that industry background inform your teaching?

Ivanna Gutierrez: I always tried to keep it real. In the tech workforce, you deal with virtual teams and tools like Slack or Jira. I brought those into the classroom. I told my students, "Google is your friend." I wanted them to see the big picture. Even if they don't become developers, understanding how to follow steps and solve problems is a skill they will use every day.

Integrating Generative AI: Moving Beyond Detection to Development

Lydia Freeman Kumar: You hadn't been back in the classroom long before AI was dropped into your world. How did you navigate that, especially with organizations like the College Board initially being very strict about it?

Ivanna Gutierrez: It was interesting. At the time, the College Board was saying scores could be discredited if AI was used. I told my students we had to respect those rules for the sake of their credits, but I also told them: "AI isn't going away." As a computer science student, you have to be a lifelong learner. I encouraged them to test it out on their own. By the time they graduate, there will be tools we haven't even heard of yet.

Lydia Freeman Kumar: How are you specifically instructing students to use these tools now that districts are becoming more open?

Ivanna Gutierrez: We focus on prompt engineering. Your results are only as good as your prompt. I also use it as a debugging tool. If they are moving from a language like Python to something stricter like Java, the syntax errors can be frustrating. AI helps mitigate those basic errors so they don't give up. However, they must be able to explain what the code is doing. I don't want them to just show me a finished product; they need to understand the logic so they can survive a technical interview later.

The Rise of "Vibe Coding" vs. Logical Rigor

Lydia Freeman Kumar: How do you help them balance that creativity with the necessary rigor?

Ivanna Gutierrez: It’s about balance. I want them to remix and experiment with AI starting points so they aren't afraid of the tool. But I "reign them back" by asking: "What is going to break this? How can you improve this without the tool?" If you can't explain your work, you won't get those life-changing opportunities.

Workforce Readiness: Building Portfolios and Personal Brands

Lydia Freeman Kumar: The tech world is changing rapidly. What shifts do students need to make to prepare for the future workforce?

Ivanna Gutierrez: It’s no longer just about getting the degree. Now, it’s about the body of work. We work with students on building portfolios on GitHub or personal websites. We focus on "passion projects"—whether it’s about books, K-Pop, or chess—because when you talk about something you love, people are drawn in.

We also focus on the "human" side: personal branding and networking. We take them to companies for "speed networking" so they can practice asking questions in a room full of people who might not look like them. We want them to see that a career path isn't a straight line.

Lydia Freeman Kumar: That feels so well-rounded. You’re building the soft skills that open doors, especially for students who might not have a built-in professional network through their parents.

Ivanna Gutierrez: Exactly. I want them to know that I don’t have everything figured out either! We are all adapting. Those transferable skills are what matter most when the tech itself changes next month or next year.

The Future of Representation: Designing a World That Works for Everyone

Lydia Freeman Kumar: What changes do you hope to see for girls in STEM over the next five years?

Ivanna Gutierrez: I want STEM to be the norm, not just a "one-off" workshop. We see girls starting to decide that "math isn't for them" as early as fifth grade. We need to build that confidence early.

I always give the "pocketbook example." Why is there no dedicated place for a purse in most cars? It’s because, generally, men have designed them. If we get more women and minorities in the rooms where technology is created and tested, our world will look very different.

Lydia Freeman Kumar: When you look at the future of work and AI, what are your primary concerns or hopes regarding equity?

Ivanna Gutierrez: My biggest concern is AI literacy. Who is getting the training on how to use these tools effectively? If we don't have an even playing field, the gap will only increase. One student might use AI as a personal tutor, while another doesn't have the internet access or the "know-how" to do the same. Schools must provide that base training.

Ultimately, my goal is to move students from being consumers of technology to being creators. You have to be at the table to shape the technology of tomorrow. Your perspective is important, and your ideas are what will make the future work for everyone.

Guest Bio

Ivanna Gutierrez is the Director of High School and Career Related Programs at the Dottie Rose Foundation and an award-winning computer science educator. With a Master of Teaching and a background as an IT Risk Consultant for firms like Dixon Hughes Goodman, she bridges the gap between industry requirements and classroom instruction. Ivanna is a recipient of the NCWIT Educator Award and is dedicated to broadening participation in computing for girls and underrepresented communities.

Connect with Ivanna Gutierrez

Resources Mentioned & Related Concepts

  • NCWIT (National Center for Women & Information Technology) allows educators and students to build their own AI tools (like feedback agents) without needing to code.

  • Canva: Mentioned by Ivanna as a tool she uses with AI features to create quick review games and content for students.

  • GitHub: The platform Ivanna encourages students to use for hosting their portfolios and passion projects to demonstrate their "body of work."

  • Slack: A communication tool Ivanna introduced in her classroom to simulate real-world tech team environments.

  • College Board (AP Computer Science): Discussed in the context of the initial bans and subsequent shifts regarding AI usage in Advanced Placement courses.

Lydia Kumar
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Re-Architecting Education for a Pro-Human AI Future with Babak Mostaghimi