What’s your background in education?
I have been teaching for 35 years—telling stories and making history come to life has been my goal throughout. My father was a police captain in Philadelphia. He would sit at the dinner table most nights and tell us stories of the day’s crimes and investigations. His ability to hold my sister and me captive was inspiring.
As I progressed through high school and college, two other teachers - Mr. Anderson (8th grade U.S. History) and Dr. Downey (World History professor from Millersville University) also had that innate ability to make events come alive. These influences inspired me to become a history teacher. I am currently a 7th-grade World History teacher in Lancaster, PA.
Could you provide an overview of your institution?
I teach at Conestoga Valley School District in Pennsylvania, which has a diverse student body. Our district consists of around 4,010 students (1,333 in high school) and covers 56 square miles, serving communities like Brownstown, Fritz, Leola, and Smoketown.
What led you to become an early adopter of Humy?
One of the reasons I love history is that it is fundamentally about people—the men and women whose lives changed the course of human history. I am not one to dress up and act as Gandhi or George Washington to be interviewed, so Humy provided a better way to do that. I’m always open to trying something new in my classroom. I’d rather try something new and fail than stick with the same boring lessons.
Even as I enter my 36th year in education, I’m continuously looking for innovative and creative ways to bring my curriculum to life. These factors made me an early adopter of Humy.
Which features do you use the most on Humy?
The feature I use the most is the interview feature. After teaching a topic—most recently Gandhi and Joan of Arc—I have the students ask pointed, focused questions. We practice good conversation techniques beforehand, teaching them to listen (or read) carefully and formulate thoughtful follow-up questions rather than just interrogating. It helps students practice effective conversation skills and engagement.
How has Humy supported your teaching practice?
Humy has helped me bring historical figures, sometimes long past, to life. When my students interact with these figures in real-time, it eliminates some of the perceived “ancient” characteristics of my curriculum. This has shifted my students’ thinking away from viewing history as abstract or irrelevant. Real-time interactions make historical figures relatable, even allowing students to ask off-topic questions that help put historical lives in a more relevant context for 13-year-olds.
What outcomes has using Humy produced for you and your students?
This year, my students interviewed Gandhi, and many challenged his non-violent methods, expressing stronger agreement with Hammurabi’s “eye for an eye” code. A highlight was seeing how Gandhi challenged their beliefs and encouraged them to seek non-violent solutions to problems rather than escalating them. Although many 13-year-olds remained skeptical, it was rewarding to see their thinking challenged by someone other than an administrator or educator.
I used Humy for the first time last school year. After completing their Joan of Arc interviews, which went very well, I allowed students to speak with any historical figure they wished. That’s when Humy’s full potential became evident. One student excitedly said, “I am talking with Jimi Hendrix!” Another exclaimed, “I am talking to Jesus!” Although some students were disappointed certain figures weren’t available (like Kobe Bryant—I have since created a Humy for him), they thoroughly enjoyed the freedom to explore historical personalities.
I also appreciate the feature allowing me to create my own Humies, even for something as inanimate as the Black Death. It’s become one of my favorite aspects of the platform.
This week, I plan to use the Simulation feature with Charlemagne. It reverses roles so that students, armed with knowledge from the week’s lessons, have to respond to questions and historical crises. I’m eagerly anticipating how they’ll react to this new challenge!
In your experience, what are the most significant advantages AI-driven tools like Humy offer to teachers?
AI tools offer a more vibrant approach to integrating technology into classrooms. While AI might become common or “ho-hum” in a few years, right now it’s new and exciting. I intend to harness this energy for the final years of my career.
What do you see as the main challenges or risks in adopting AI for education, and how might schools and ed-tech developers mitigate these issues?
The major risk is inaccurate information. Educators must ensure the legitimacy of content and check what they’re presenting to students. Additionally, many students see AI as a shortcut to good grades. It’s our responsibility as educators to demonstrate the correct way to use AI effectively and ethically.
What advice would you give to ed-tech companies like Humy?
Companies must test their products thoroughly in realistic classroom environments. A product performing flawlessly in a small conference room with eight people isn’t a real stress test. AI tools represent a crucial part of education’s future, but they must be reliable in real-world scenarios.
Have you made any mistakes on your journey of AI adoption?
Yes—often, I use new educational tools before they are fully ready. I find companies don’t always test their products sufficiently in real-world scenarios—such as five classes of 30 students each with diverse economic and ethnic backgrounds.
My lack of in-depth product knowledge has occasionally put me in awkward situations. To mitigate this, I remain transparent with students, openly stating, “I have never tried this before. Let’s see how it goes.”
Something you want to share with others?
I absolutely love this platform and appreciate the support I receive from Humy. Your willingness to take suggestions and advice makes a significant difference!
Contact me at rog_campbell@conestogavalley org if you want to connect and talk.
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