How New Computer Science Standards Prepare Students For An AI World

AI can write code now, so what exactly should computer science class teach next year, or five years from now? We sit down with Jigar Patel, Director of Innovation and Special Projects at Tuscarora Intermediate Unit 11, to get practical about what’s changing in K-12 computer science education and what should stay non-negotiable. 

We unpack the big shift happening inside the revised CSTA computer science standards and why the next wave goes beyond block coding. Think machine learning, artificial intelligence, data science, systems and network security, plus “computing and society” so students can grapple with ethics, bias, policy, and the environmental impact of technology. We also talk about how CS teaching may become more student-driven and discovery-based, which raises real questions about teacher prep, certification, and how schools build strong learning experiences from elementary through high school career pathways like cybersecurity, software development, and AI. 

Then we head straight into equity: what happens when students are asked to learn programming but do not have reliable internet at home? Jigar shares an intriguing direction using Raspberry Pi and local open source models to explore an offline AI tutor for Python and debugging support, alongside the bigger concerns of affordability and student data privacy. We close with a hard truth: so many classroom tools still rely on a small handful of large language model providers, and that concentration matters. 

If you got value from this, subscribe, share with a colleague, and leave a review. What do you think every graduate should know about AI and computer science?

Want to send us a show idea or just say hi?  Email us at: thechangedpodcast@gmail.com! 

Transcript

Welcome And Fantasy Football Banter

SPEAKER_00 0:05

Welcome back to Change Ed. Changed Changes the number one rated education podcast in all of Pennsylvania. I am one of your beloved hosts, Andrew Kuhn, Education Consultant from Montgomery County Intermediate Unit.

SPEAKER_03 0:22

And here with me is Patrice Matek, also out of the Montgomery County Intermediate Unit.

SPEAKER_00 0:28

And everyone's favorite SDF. Tony Marabito, Carbon Lehigh Intermediate Unit. We have a guest on the show today who probably has a bunch of different titles that we don't have either. Yes. But also this person competed in a fantasy football league that we had. And there were four of us on here, and only three of us were in the top four. Isn't that crazy, Tony? And one of us had two teams.

SPEAKER_03 0:55

And was the commissioner.

SPEAKER_00 0:57

Yeah. And took home two trophies.

SPEAKER_03 0:59

Imagine and took home two trophies. Interesting how that happened. I wonder who that human could have been.

SPEAKER_02 1:06

That story always comes back to being about Andrew.

SPEAKER_00 1:10

This is why we said when we started that you could might want to talk about something, but it won't happen. We'd like to welcome Jigger Patel to the show. Welcome, sir.

SPEAKER_01 1:20

Thank you for having me. Glad to join the elite of the fantasy footballers. Yes, yes, yes.

SPEAKER_00 1:27

That would be three of us. Yes, we are so glad to have you. Tony, what was your position in the fantasy footballers? Jigger, tell us where you're from.

SPEAKER_03 1:33

No, that was completely by fluke, though. Let's be very real. My second place was only because someone someone lost that didn't need to live.

SPEAKER_02 1:41

Anytime you have a league where there's two teams and the same manager for both those teams, it doesn't work well. Thank you, Jigger.

SPEAKER_03 1:47

Especially when they're the one in charge.

SPEAKER_02 1:49

Our guest today, I would say, since starting at the IU five years ago. I don't think I've got only been five years. No, me, me, me, me, me. Oh, I was gonna say wait. Yeah, that tracks.

SPEAKER_01 1:58

Let me finish the slide. I've been for yes, I've been at the IU forever.

SPEAKER_02 2:02

My IU, Tesco Red Unit 11. This gentleman, it's it's the only person in the state where I can say his name, and everybody knows synonymously who it is.

SPEAKER_03 2:11

Yeah, first name only. He's like Cher.

SPEAKER_02 2:12

Yes.

SPEAKER_03 2:13

Yeah. So you're just have a unique name.

SPEAKER_01 2:15

Jigger title. And what do you do?

SPEAKER_03 2:17

No, it's because you're brilliant.

Meet Jigger Patel And His Role

SPEAKER_01 2:20

I appreciate all the good things you're saying about me. I will send you your cash afterwards. Thank you. Yeah, as I was introduced, my name's Sudar Patel. I'm from near Hershey area, but I work for Tuscora Enemy Unit 11, uh, which is near the Racetown Lake area. My official title is Director of Innovation and Special Projects, but that just means I do a bunch of stuff or whatever is thrown at me. And so I like to say I do stuff.

SPEAKER_03 2:44

That's a way better way of saying it we do.

SPEAKER_02 2:46

Does stuff well because anytime I'm in a jam.

SPEAKER_03 2:48

And super cool stuff, too.

SPEAKER_02 2:50

Yeah, I call Jigger for sure.

SPEAKER_03 2:51

So, Jigger, what do you do over there at Tuscarora IU as the director of innovation?

SPEAKER_01 2:56

So, in the doing of stuff at RIU, we have a distributor leadership model with our technology department. It's divided up into sort of three parts. One is infrastructure, one is ed tech, you know, that's technology integration, so on. And then the third is where I come in, where I sort of sit between the technical and the non-technical. We have over over a hundred different programs that we run. And then we have a few that are fairly large programs statewide that we run. And so part of my job is to support statewide programs that we run with anything technology related, but also it goes beyond technology. It goes into the instructional side of things. They run a lot of courses online, but they're all sort of people in the field with early intervention. And so we run a couple large instances of Moodle that has over, you know, close to 50,000 users and about you know close to 100 courses that run on them. Wow. So I help sort of support some of some of the instructional side of those things as well as some of the technical pieces of running those sites. And then the other piece is STEM and CS within RIU. So whenever our districts have any need with STEM or computer science, mostly with computer science, at you know, that's where sort of I come in and provide support.

SPEAKER_00 4:09

To support what you were saying, Tony, Jigger is so popular that I've been trying to get him on the show for over a year. I've heard his agents stopped returning my phone calls.

SPEAKER_02 4:18

I would stop returning my calls for me, too.

SPEAKER_00 4:21

Well, you have. That's why he don't even text me back.

SPEAKER_01 4:24

But it's that it's that trade that you declined that I tried to suggest.

SPEAKER_00 4:34

You're doing a lot of different things. And I'm I'm interested in in this because of of like all of our AI conversations, and and we we as an IU and all of the IUs are doing work in computer science. Because I know you're you're embedded in computer science. And I guess the question is what does computer science look like now that we have this large language model of AI that exists? And you know, have you been part of, I'm sure you have conversations of relevancy. Is it something that we are still teaching and doing and talking about? I mean, we are, but you know, these are things that we're hearing a lot with computer science. I'm interested in your perspective.

SPEAKER_01 5:10

With AI and computer science, I think the focus has been shifted. I would probably break it down into two separate areas. One is really understanding what AI is and how it actually works. Right. And then the other piece is has AI sort of becomes better and better. What's the role of computer scientists, specifically those that are doing the programming piece?

SPEAKER_03 5:33

Yeah.

SPEAKER_01 5:34

And software development piece, right? Because computer science is not just that piece. There's other parts of computer science.

SPEAKER_03 5:40

But that's a large portion of what we've been focusing on in education, is the coding part.

SPEAKER_02 5:45

We start teaching elementary school students how to block code, right? Does that is that something that will still be useful and relevant?

New CSTA Standards For A Decade

SPEAKER_01 5:51

Yeah, I think I think they will be. You know, part of what I've been working on or part of a larger group is with Computer Science Teachers Association. They are revising their standards. And so the new standards are going to come out in July of 2026. And I'm on the writing team with, I think there's 30, 35 of us on the writing team with people who are brilliant across the across the nation. We were tasked with the idea that we want the standards to be relevant for the next 10 years. Right. And so if you think about like what how fast AI has evolved, that's hard to predict because it looks different tomorrow. Exactly. So how do you write standards that cover the next 10 years? Right. So one of the things that you'll notice with the new standards, if you're familiar with the computer science standards right now that CSTA has, these standards are endorsed by pretty much, you know, quite a few different states. Pennsylvania has them endorsed. And so if you compare them to the new standards, there's going to be a lot more depth in the new standards compared to now. There's also going to be, you'll notice a shift that things that are covered in middle school in the old standards, snippets of it appear in the elementary. And then same with high school, that's sort of shifted over to middle school.

SPEAKER_03 7:03

That makes sense because the kids are more digital natives now.

SPEAKER_01 7:06

Exactly. Yeah. And then there's also different topics. The focus is more on things like machine learning and artificial intelligence. You know, podram is a bit piece of it. Data science, data handling, data analysis is a bit piece of it. Systems and security is also a piece of it that we don't think about, right? As AI gets better and better, there are more bots. There are autonomous bots on the web that are always targeting websites or just targeting people, right? For scams and so on. So network security is important. And then there's this new topic area called computing and society. As AI, machine learning, and the use of technology gets more and more embedded into what we do every day, especially with kids growing up only knowing AI, right? If you think about kindergartners in three years, they've always interacted with AI. They don't know what a world looks like before AI. And so what are the impacts of that? What is the environmental impacts of using AI? What are the what are the ethical impacts of using AI? What are some of the policy impacts of AI, right? So the standards are really meant to address how do you think about technology in general? We're still keeping that computational thinking piece still relevant and tying in some of those things to understand how technology works, but also going just beyond how it works.

SPEAKER_02 8:23

Jigger, if this doesn't apply, please just tell me because you're much more intelligent than I am. But if I had to sum up the teacher shift when it came to science, it was a lot less of lecturing and a lot more of student doing and then a facilitation by the teacher. Do you see a shift in the same way that CS will be taught with these new standards? Or like what's your take on that aspect and will it change a lot for teachers?

SPEAKER_01 8:45

I think it'll be a similar shift as you saw with Steels. I think with the idea of phenomena, right? Like you're sort of discovering while you're learning. I think that will the same thing will happen with computer science. What will be a little bit different, the standards they're gonna seem more rigorous. And so naturally, what's gonna happen is how do we prepare teachers? Yeah, yeah, especially if especially if you think about like who teaches computer science in elementary, right? Some of those teachers are just to be librarians, librarians, yeah. They're thrown into it, they have no background, right? Yep, yep, yep. And some of the concepts that are in the new standards are going to be things that those teachers aren't necessarily familiar with. And so it's gonna naturally shift to be more student focused where you're assigning students to to do things and you know learn as they go along. And so you're naturally gonna see less lecture from teacher, I think, at those levels. There's gonna be more hands-on activity. I think there's gonna be more opportunities for like unplugged activities. Again, the focus is in a shift more towards computational thinking. And once kids understand how logic works, how abstraction works, right? How algorithms work, the rest of the things are just fitting the pieces together.

Pathways Plus Cross-Curricular X Plus CS

SPEAKER_03 9:53

Or going deeper with it, kind of what you're saying. Once you understand those major concepts, it's going deeper.

SPEAKER_00 9:58

So there's a certificate, a computer science certification that's newer in Pennsylvania. From your perspective, are these new standards kind of aligning with that to where when we're getting to that level, it it's necessary for you to have that certification, or is it kind of opening up the door for it to be integrated into whatever subject so that you know a a math teacher, science teacher, or ELA would be able to tie that in as well?

SPEAKER_01 10:21

All of the above. And I say that because one of my favorite parts about the new standards is providing a foundation for all students. So the focus is each of the different topic areas are supposed to be foundational. So the idea is that's what everyone needs to have a driver's license, right? You want to drive a car, you need a driver's license, you need to know minimum, right? That this is what your knowledge needs to be in order for you to pass the driver's license exam. That's what we want students to sort of have, that foundational knowledge with computer science. And then what the new standards have is they have two things. They have one, specialties, which are focused around going beyond the foundational once they get to high school. Those specialty topics are there are things like software, like going deeper into software development or cybersecurity. They're going deeper into like game, game design, right? Game development or AI. Yeah. You know, and so they become sort of a career pathways for them. In that context, those standards are written in such a way that you might need more than just your praxis. You might need to take additional professional development to be able to support teaching those types of courses. And then there's a new topic, full category called Explos CS, and which is meant to be integration points into other top other subject areas. Oh, cool. So things like history, art, music, you know, math, science, and explus are written in such a way that it's bringing in some of those computer science concepts into uh other content areas and letting the teacher explore that content area with technology deeper than they were able to before at school.

SPEAKER_03 12:08

That's real nice.

SPEAKER_01 12:08

And I say the deeper because now they actually have something that they can, I hate to say like assess, but actually they can see whether their students are able to understand their integrations or not. So, like if a biology teacher wanted to do simulations with how bacteria multiply, right? And in order to do the simulation, maybe the students need to come up with an algorithm to figure out what's one algorithm that the bacteria follow in the way that they multiply, right? And so right now, like there isn't really a standard that assesses that. Like, how do you make sure that you are covering the TED piece but also the biology piece?

SPEAKER_03 12:42

Right, right.

SPEAKER_01 12:42

And so these standards are sort of written in the way that it helps teachers say, oh, like I can kill two birds with one stone and cover both standards.

SPEAKER_03 12:51

Do they kind of interact or connect a little bit with the T and E standards? I know they're a part of the places they do. Yeah, yeah. Okay.

SPEAKER_01 12:58

In places they do.

SPEAKER_03 12:59

Because sometimes I feel like teachers are like, oh, I've got one more thing I've got to do, especially at like elementary levels where we're trying to integrate everything. So that's good that they intersect. Yeah. Like I know the tech and engineering standards are not just computer science because it's like a small subsection of tech and engineering, but at least being able to. I liked your example of the high school. That would be interesting to see how science teacher and comp sci teacher work together and come up with a way it might actually make some like bridges happen. That's pretty cool.

SPEAKER_01 13:26

This is from the current draft that's posted on the CSTA website. One of the X plus CS standard is assess how well an algorithm solves problems within a non-CS discipline by analyzing their accuracy, efficiency, and relevancy to the intended goal. Oh, nice. That's cool.

SPEAKER_03 13:43

That's really good. That can be used anywhere.

SPEAKER_01 13:46

Exactly. Right. But now that gives an an opportunity for computer science teacher to reach out to a biology or math teacher and vice versa. Right.

Vibe Coding And Debugging Skills

SPEAKER_02 13:54

Like any survey that's done in any of those courses, and then the AI, you know, looks at the information and yeah, yeah. That's pretty that's really cool. So since since we brought up the topic of AI, now I'm gonna I'm gonna take that route. Yeah, if you don't mind. So just when I think like I'm on the like on the edge of like being caught up and like really like showing my teachers like great things, I I go to a meeting and jiggers there and has 9,000 views. And just absolutely crushes my soul because of how much he knows. So I'm sure that you're working on something. You're giving me way more credit than I than I deserve. So I'm sure you're working with some kind of project, some awesome thing that I haven't even thought of yet. So what are you doing with AI? I can't wait to hear this because I know it's gonna blow my mind.

Rural Internet Gaps And Equity

SPEAKER_01 14:29

There's tons of tools out there, right? My two big things that I like to do these days now, or nowadays I should say, is you know, for people for how much people hate vibe coding, like I'm I'm still a fan, not that there's a lot of hate for it, but you know, people think that it diminishes the idea of knowing computer science and learning about computer science and programming and things, but I think it actually makes you better. You focus more on debugging because the AI doesn't always get it right, and now you have to know. So you still have to know, yeah, sure, right? You still have to understand how computer programs work in order for you to sort of vibe code. Yeah, that's one piece. And the other piece, I'm more interested because I serve a lot of rural parts of Pennsylvania. We have nine districts in our region, they're mostly rural districts. You know, our smallest district is 350 some kids, it's one building. And you know, it's also the district where a lot of people still don't have internet access, which is hard to talk about computer science without internet access.

SPEAKER_03 15:22

Yeah.

SPEAKER_01 15:23

Right. And during COVID, that was it, it was still the area. There were hotspots available after a while, but once the funding ran out, the infrastructure still isn't built out. And some of them still don't have internet. So they go back to having all these devices like Chromebooks that they can go home. They're very much internet dependent, but can't do anything when they're at home. And with computer science, it's even worse, right? Because with computer science, your 11th grade student, the stool is able to offer computer science and they have a project for you, and you have to write this code in Python, let's say, and you're home, you're working on it, you get stuck. What do you do? Well, you can't go on YouTube and look at anything, or you can't doodle anything because you don't have internet access.

SPEAKER_03 16:00

Right. Right.

SPEAKER_01 16:01

And even if you did, like you don't have access to YouTube because it's not fast enough. You can get to you know, web pages and so on. But so it becomes uh a a question of accessibility and affordability and equity when it comes to teaching computer science in rural areas where there's no internet access. So one of the things that I've been playing around with is I do a lot with Raspberry Pi, which is a small$35 computer, do a lot with physical computing with it. And one of the things that I've been exploring is like, can you run a low-level larger language model that's specifically focusing on teaching Python? And can you run it so it acts as a tutor for that student who doesn't have access, who then can not only develop on the Pi, because Pi is a computer, so they can go and build their Python program that they want, but they get a little tutor on the side that if they get stuck or need help debugging, they can ask the AI to help them figure it out or watch them through how figuring it out.

SPEAKER_02 16:58

I think that would be so powerful, not just for CS, but for anything. Like we're constantly creating Google Gems with teachers or they're using school AI and they're putting these tutors up there so that kids have help at home if they don't have a help from a parent or or what have you. They did whatever whatever the case may be. I knew you were gonna say something awesome. We can able to provide something that's not necessarily Wi-Fi isn't needed, right? That I think that would that'd be awesome.

AI Cost Plus Privacy Tradeoffs

SPEAKER_01 17:19

The other big thing is I I talked about like it being an affordability issue. Yeah, the big problem with AI right now is it costs money. We're fortunate, and I say that we're fortunate as educators, we have access to it for free for a limited amount of time, right? But if you think about parents who don't work in education, for their kids to get access to an AI tool that keeps their data private, right? That's the key word. They can use the free version, but what happens with the free version? They're giving up their data. Right. And so for families to be able to afford AI, it's impossible. Yeah, right. Because Chat GPD costs 20 bucks, Claude costs 20 bucks, Gemini.

SPEAKER_03 17:58

Claude's kind of worth it. I love him.

SPEAKER_01 18:00

Oh, yeah, me too. That's what that's what I use.

SPEAKER_03 18:02

I shouldn't make it a human, I shouldn't make it a human, but I love I don't use Claude and now I feel like I'm behind because Jigger uses Claude. I feel so good about myself because I have been on the Claude train forever. So I feel good. If that's the one Jigger's using, I feel good.

SPEAKER_01 18:17

Claude is so much more efficient. Uh yeah, I call it my assistant.

SPEAKER_03 18:21

Oh my gosh. So like I'll put things into Claude and then I'll put it into Copilot and I'll be like, make the things that he like he said to make. Like, just go do it, please. Although I just learned the other day, Claude is now able to make PowerPoints, and I almost died. I was very excited.

SPEAKER_01 18:35

Oh, I'll have to show you some Claude generated Canva deck.

SPEAKER_03 18:41

So what? What Tony?

SPEAKER_02 18:44

Jigger basically has his own Jarvis from Iron Man, and I'm still back here like using it.

SPEAKER_03 18:48

I need to I need to learn from Jigger how to make Claude in my Jarvis because I use it for everything. I know it's so wasteful. It's so wasteful, and I need to remind myself like not to use it for everything. But man, it's such a good thought partner.

SPEAKER_01 19:02

It is, it's just it's so much better. Much better. Anyway, sidetracked.

SPEAKER_03 19:06

No, we can talk about Claude all the time. Look at Tony's face.

SPEAKER_01 19:09

Um but it does cloud. It does.

SPEAKER_03 19:11

I love it. I love it. I call it my boyfriend. It's worth the$20 if you have it.

SPEAKER_01 19:15

It is worth it. It is worth the twenty dollars.

SPEAKER_03 19:16

I will not feed my children for a week if I need to.

SPEAKER_01 19:21

But it becomes an affordability issue. It does, it really does. Not everyone can afford to spend 20 bucks a month. Right. Like for some families, like it's a big deal. And you know, if you get Germany, that's another I have you know 20, 30 bucks. So you're looking at at least 60, 70 dollars just on AI tools. And if you want kids to sort of use it in a safe way, yeah, in a in a way that it keeps their information private. And so I'm more interested in the open source models, which are which are freely available. Like Meta has their llama, which is available. You know, if you have ever played with OLAMA and just downloaded that runs locally, you can download different models on it. I'm more interested in sort of how can we leverage some of those models because they're open source, they keep your data on device, so it's not going out to the web to sort of it's a little more prepared. It's not using your data to train on the cloud. Uh it's training it on the device, and there's less of a privacy issue. Now, all of these still have the same issues with the bias and so on, but at least it protects the information that you put in there.

Running Local Models On Raspberry Pi

SPEAKER_03 20:25

Yeah. Yeah.

SPEAKER_01 20:26

And so running some of these models on the Pi, it's challenging. The the other challenge is because large aundaries models are really big.

SPEAKER_03 20:33

Yeah.

SPEAKER_01 20:33

And when you start compressing them down, and this is a this this is someone else explained this to me who's actually like works in in this field of machine learning and AI, is that if you think about all of these models, they have numbers associated with them. So, like if you go to Olama, you can get a 48 billion model, whatever, right? 72 billion, and it's huge in file size and so on. When you compress the the models down, the smaller you go, there's actually just a physical limit because of just how our physics works right now. Some things get lost. Yeah. Right? It's like compression of an image. Yeah. Right. If you had to take a JPEG, you compress it down so many times, what happens? It gets blurry. You lose pixels. Same thing happens with large language models when you start to make them smaller and smaller in size. You some data has to get lost. And so, how do you make sure that large language models are efficient and accurate when they're small?

SPEAKER_03 21:28

Well, that's what's going to be my question. I didn't think the Raspberry Pi had that much memory on it to be able to do. Maybe I'm not understanding. You can run it.

SPEAKER_01 21:36

It's going to be really slow. It can run limited amounts of small language models, but the Pi 5, there's an AI hat that you can get. So like it costs about a hundred bucks and you can have it so it runs pretty decent models on it. And it it's not gonna be fast, right? It's you can have to wait, but you know, patience is is part of learning. It's also better than not having anything at all. So exactly. Yeah, that's kind of where we are. The other challenge is like how do you train them to do stuff? Certain tasks. Like I don't need it to know the history of the world, right?

SPEAKER_03 22:03

Right, right. What can you define? I just want a Python tutor.

SPEAKER_01 22:06

I just want it to focus on teaching me how to learn Python. I don't care about all the other stuff. And so how do you just train it on that? And how do you make it more efficient? So that's the piece that that's the hard part about it. Because you can put a model that is a tutor. It's not going to be that great.

SPEAKER_03 22:19

Well, but if that's the most intended use is to be the tutor, then then if that's what you know, what that's you're getting, then that is actually not a bad price to be able to do something like that in a non-internet friendly area. It's pretty cool. It's actually really cool that you're able to do something like that.

SPEAKER_02 22:35

Andrew's awfully quiet this episode.

SPEAKER_03 22:38

He doesn't he doesn't do technology.

SPEAKER_00 22:40

Yes. No, I do Andrew Intelligence. It's AI, right?

SPEAKER_02 22:45

Been holding on to that all day. I can tell.

SPEAKER_03 22:48

That one's come out a million times. You haven't heard it before?

SPEAKER_00 22:50

No, I'm not. Well, that's obviously Tony doesn't listen to the podcast that we create. He doesn't even listen when I talk. So there's a reason. You know what I really appreciate? With someone who's already knowledgeable about the content or about the topic, it's an amazing tool. And it's it's uh a thought partner and he can push things further. But for someone who's not knowledgeable, it could actually be really dangerous because you'd be like, Well, look here, here, it's right here.

SPEAKER_03 23:14

Well, yeah, especially those and then they just accept it at the way that it is, not recognizing the bias that we're the other issues that are in there, not proofing it.

The Risk Of LLM Dependence

SPEAKER_00 23:22

Correct, which I think is why verifying it, yeah. This mission of access and equitability is so important. So there's lots of us versus, well, you know, we all just kind of start believing what's put in front of us when we have the ability to question, to think about it, uh, you know, even using the skills of CS that you were talking about, the computational thinking, like how is all of this being able to be big thinkers?

SPEAKER_01 23:43

Well, not to go deeper to that, but one of the things that I always talk about in the professional development that I do is all of these tools are great, like magic school, school AI, right? Like Gemini, Gems, whatever your preferences, all of the sort of these third-party tools are great. But we should be concerned that there's four large language models that we all are dependent on. Yep. Like OpenAI's, Chat GPT, right? Anthropic Claude, Goodle's Gemini, Copilot. There's five, and then Drock from X. But every like Magic's tool uses a combination of OpenAI and Claude, right? So does School AI. Brist also uses OpenAI. So all of the core knowledge sits between four large corporations. That's a lot of fun. And let's not discount the fact that OpenAI calls them some of a nonprofit, but they're not, right? Because if they were, they wouldn't be charging 20 bucks to keep your data private. Yep, ads and things. Yeah.

unknown 24:34

Right.

SPEAKER_00 24:35

Jigger. Thank you for this. On behalf of the entire Change Ed team and nation, but also as a two-time award winner for the one-time season of fantasy football, I want to say thank you so much for coming on and giving us your time and your knowledge. And I look forward to the rematch next in next year's fantasy football team.

SPEAKER_03 24:53

Where he only has one team and he's not the commissioner. Didn't you say you could like design something that I'll have Claude design it, I guess.

SPEAKER_01 25:00

Yeah. We did talk about that, having our own fantasy league.

SPEAKER_03 25:03

I think we should. Well, look at that. We're out of time.

SPEAKER_00 25:05

So we're gonna shut this down. Thanks, Sugar. Thanks, Jaden. Thank you for having me.