My experiences so far this week:

After last week, I realized that instead of packing too many activities into one workshop, it’s best to focus on two at most. Accounting for different ages, learning levels, and capacities, I want to make sure everyone feels comfortable and supported. Last week went well, but we didn’t finish the final activity. I debated whether to keep focusing on the Map of My Life activity or move on. Talking with José, another facilitator who helps me manage the sessions, he suggested moving forward since the teens were eager to work on the digital aspects.

This week, I noticed around ten new students. They all greeted me warmly when I walked in. A few girls asked why I knew Spanish if I “looked Chinese.” I laughed and explained that I’m from Canada and that I love languages. One of them seemed surprised and said, “But Canadians are white… you’re Asian.” I told her that my parents moved to Canada before I was born, looking for a better life. She paused and said, “My parents, too. They walked to Medellín from Venezuela for my sister and me.” I smiled and hugged her.

I was still hesitant to bring my own laptop and camera out of the house, but José, who has been such a support, reassured me not to worry and offered to share his equipment instead. Around 2:15 p.m., as usual, we began setting up. I felt nervous—this was going to be the first real lesson where we started to dissect what AI is, what it does, and how it affects us as users.

AI is such a massive topic to tackle, so I focused on accessibility, how it can be used as a tool, but also its risks. I explained how easy it is to create manipulated videos using tools like Google Veo, where a random face can be placed into fabricated content. To make the lesson concrete, I showed them deepfake political videos, including one where Donald Trump circulated a clip that made Obama appear to say things he never actually said. The teens reacted with shock and laughter at first, but then grew more serious. They began to see how powerful—and dangerous—AI could be when used to manipulate reality.

As the discussion went deeper, I realized my Spanish wasn’t strong enough to fully follow the complexity of the conversations. I was grateful for José and Isa, who helped me bridge the gaps.

But when we moved into group activities, I used the opportunity to connect with the teens one-on-one. I joined one group and asked what they thought about AI. One teen around the age of 11 engaged me in a debate that I found especially meaningful. He said he was against using AI because every prompt consumes a large amount of water, and he felt like he was harming the earth each time he used it.

I told him that even everyday actions, like using Google now rely on AI in the background. It’s no longer optional; the systems force us to use it. I explained that billionaires created these technologies knowing the environmental costs, but they continue to profit, and governments have allowed it to happen.

He paused and said, “You’re right… but it still feels wrong.”

I replied, “I know. But think of it this way: all these tiendas give out plastic bags. The companies produce them knowing they pollute the earth, yet they place the blame on us for using what’s handed to us. AI can be harmful, yes, but we can still choose to use it strategically, to our advantage. It’s about balance.”

He nodded and thanked me. Then he added that he would do his best not to give up, but to keep fighting for his family. After a moment, he asked, “Do you have any friends here?”

I smiled and asked, “In Medellín?”

He said, “Yes.”

I told him I did, and asked why he wanted to know. He grinned and said, “Because now you made another friend!” Then he hugged me.

To many, this might look like a normal conversation, but for me, it reinforced why voice matters because when young people feel heard, they also begin to see themselves as capable of forming new connections and narratives beyond the ones imposed on them by displacement. By the end of the session, the teens started to question the role of AI media in their own lives: Who creates these tools? Who benefits from them? And how can we use them responsibly without being deceived? For me, that shift from passively consuming media to questioning the visuals was exactly the point of the workshop.

What could have been done differently?

• With new students joining, I should have started with proper introductions and a quick recap of what we’ve been learning so far.

• The teens were moody at the beginning, and I could have used an energizer or icebreaker to bring the group’s energy together.

• Some students drifted in and out of focus, and a few were distracted by their phones. I need better strategies to keep everyone engaged.

• I didn’t know all of their names, which made it harder to interact with them directly.

• The session leaned too much toward lecture-style teaching; I should have gamified the content to keep it more dynamic.

• Some slides were too heavy or complex, so I should have designed activities where the teens interacted with the material instead of just listening.

• Adding an interactive tool, like a ball students can “catch” when it’s their turn to speak. This would make participation more engaging and inclusive.
  
  

What did I learn about leadership?

This week’s session reminded me that leadership is about humility and collaboration. My Spanish was not strong enough, especially with Colombian Spanish, to hold the depth of conversation that came up within the group setting. Everyone started to talk over one another, and without José and Isa stepping in, I would not have been able to support the teens fully. This showed me that leadership is about creating space for others to step in with their strengths.

What do I want to develop or focus on next week

I will focus on all of the things I could have done differently!