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What’s your background in education?
I have a BA in History, an MA in Applied Communication Studies, and I’m currently pursuing an Ed.D. in Rural and Diverse Educational Leadership. Teaching is a bit of a family business—both my parents were educators, as are my sisters, and my wife teaches math. Initially, I resisted going into education, but during my graduate assistant ship at the University of Arkansas–Monticello, I discovered I had a passion for working with students.
Seeing that “lightbulb” moment, when a student goes from confusion to true understanding, is one of my favorite aspects of teaching.
After teaching Communication in higher education for four years, I returned to my hometown to teach World and American History at Monticello High School. My MA is in Communication, but my first love has always been History. I’m grateful to be at my alma mater, sharing my enthusiasm for the subject with the next generation.
What led you to become an early adopter of Humy (formerly Hello History)?
For the past few years, I’ve been saying that AI is going to change education.
When I interviewed for my current position, I mentioned the importance of embracing AI rather than avoiding it.
As I searched for an AI tool to help my students think critically and engage more deeply with historical content, I came across Humy.ai. Its interactive features aligned with my goal of moving beyond lectures and rote memorization.
Which features of Humy do you use the most, and how have they supported your teaching practice?
The interview feature has been my go-to tool. I create assignments where students must ask historical figures a set number of questions, then summarize the responses to ensure they’re truly absorbing the material. This approach lets them actively explore the past rather than passively consuming information.
How has Humy influenced your classroom and student experiences so far?
My students say it’s a welcome change of pace. I’m not a fan of the “sage on the stage” model, so I try to incorporate research-oriented and self-paced activities.
With Humy, students have to take charge of their learning.
They’ve become more adept at critical thinking, forming better questions, and improving their reading comprehension.
I’ve seen firsthand how AI can shift the focus in history classes. Instead of memorizing dates and facts—things they can easily Google—students engage in deeper discussions and focus on skills like argumentation, research, and critical analysis.
I believe these skills are vital in today’s world.
How do you stay up to date with teaching methods and standards?
Currently, I’m working on my Ed.D., which involves a significant amount of research. Reading scholarly articles on best practices and classroom dynamics keeps me informed about evolving teaching methods and emerging educational standards.
Could you share some details about your institution and its community?
I teach at a public high school in Monticello, Arkansas, a rural area that faces challenges similar to other schools in the region. Monticello High School has embraced technology in several ways—some courses are offered mostly online, and we also have an Occupation Education Center teaching hands-on skills like carpentry, welding, and nursing. Our administration is incredibly supportive, which makes a huge difference. They’re always looking for ways to help us innovate and meet our goals for students.
Does your institution support new tools like Humy? How do you secure funding if needed?
I’ve only been at my school for a short time, so I’m not fully aware of previous initiatives regarding technology adoption. However, I haven’t needed alternative funding because my district has been receptive to AI tools. If we ever did need extra support, there are grants in Arkansas designed for educational technology that we could pursue.
In your experience, what are the biggest advantages AI tools like Humy offer to teachers?
AI frees up class time for deeper discussions and skill development. Students can learn basic facts from the AI, so we can use our time together to analyze, argue, and contextualize historical events more thoroughly. AI also helps with reading comprehension, which often goes underemphasized in non-English classes. History courses, however, are a perfect place to practice those reading and interpretive skills, and AI is an excellent resource to that end.
What do you see as the main challenges or risks in adopting AI for education?
The biggest fear is cheating. Students can use AI to bypass doing the actual work. It’s not an unfounded concern, but I think the key is designing assignments that make it hard for students to rely solely on AI. If your assignment can be fully completed by AI, many students will use it that way. We need to create tasks that leverage AI as a tool rather than a shortcut.
Have you made any mistakes in your journey of AI adoption, and what advice would you offer other educators?
When I first started, I jumped in without fully exploring Humy’s capabilities, and my students ended up learning alongside me. While it ultimately worked out. I’d recommend teachers spend time understanding how large language models and AI tools function before introducing them. Familiarize yourself with the platform, test it, and read about its strengths and limitations so you can give students a smoother experience.
How do you envision AI shaping the future of education, and what would you say to ed-tech companies?
AI is the future of education, but ed-tech companies need to be strategic about how they implement and limit AI. One major benefit of Humy is the ability for educators to set parameters around the AI. If I used a generic AI tool, I wouldn’t have that same control. Teachers must feel confident that students can’t misuse AI or wander into inappropriate content areas. This kind of customization is crucial for wider adoption in schools.
Is there anything else you’d like to share?
Don’t be afraid to innovate. Education has stayed the same for a long time, and technology has evolved far faster than our teaching practices. We should learn to use AI to better prepare students for life beyond the classroom. I’d also love to participate in workshops or podcasts to discuss my experiences further.
I really believe in what Humy.ai can do for education.
Stay Tuned: We look forward to sharing more updates on Jacob’s innovative classroom practices and the exciting ways he’s integrating AI into his history lessons!
