Purpose Before Tools: What I Saw at the Presidential AI Challenge

A room full of purpose

Earlier this month, I had the privilege of representing Dell Technologies at the Presidential AI Challenge National Finals in Washington, D.C. Forty regional champion teams came together, including elementary, middle and high school students alongside their educators, to present AI-powered solutions to real problems in their schools and communities. Dell Technologies was proud to support the event as a technology sponsor, and the day reinforced something I believe deeply: the most meaningful uses of technology begin with purpose.

What stood out most was how clearly these teams connected technology to a purpose that mattered. These were not students demonstrating AI simply because it was new, or working on an abstract problem imagined for them. They were using it because they had identified something in their communities that mattered to them. They saw a problem, asked questions, tested ideas and, in many cases, built something directly connected to people they care about.

When students build from lived experience

One of my favorite projects of the day came from a team of six elementary students in Aldie, Virginia. They built a bullying-prevention chatbot called Friendzone, creating a safe space where students could describe a difficult situation and receive calm, responsible guidance. What made the project so powerful was that these students were not solving a hypothetical problem. They were responding to something they understood personally. You could hear it in the way they presented. They understood the problem deeply, and they believed their solution could help other kids feel safer at school. Friendzone went on to win the top elementary award, bringing empathy and technology together in a way that felt genuinely meaningful.

That same sense of purpose showed up across many other projects. A high school team from Little Rock, Arkansas, used satellite imagery and weather data to detect early signs of crop stress before damage became visible, helping farmers act sooner and use resources more efficiently. Students from Oklahoma City built Gadugi Learn, a tool focused on preserving the Cherokee language, and thoughtfully explored how to deploy models directly on student devices to work around internet limitations in tribal communities. These projects were different in focus, but they shared something important: students were paying attention to the needs around them and using AI to create something that could help.

Educators are the heart of this work

Students were not doing this work alone. Across the Challenge, I saw educators creating the conditions for students to explore AI in ways that were thoughtful, age-appropriate and grounded in real inquiry. Through those experiences, students were learning to ask better questions, test ideas and think critically about the tools they were using.

In Star, North Carolina, second graders were training AI image classifiers to identify insects with a classroom-friendly AI tool. They sorted bug images, taught a computer to recognize patterns and worked through what happened when the AI made mistakes. Along the way, they were building science knowledge, critical thinking and a clearer understanding of why human judgment matters when using AI.

In Soddy Daisy, Tennessee, two kindergarten teachers brought machine learning into kindergarten science, showing how capable young learners can be when the experience is designed well.

The question schools should be asking

The Challenge connected directly to something I think about often in my work with K-12 districts: how do we make sure AI is in service of meaningful learning?

The strongest projects I saw started with a clear purpose. Students were building, educators were facilitating, and everyone involved was working toward real understanding. They were asking sharper questions, developing mental models for how AI works and connecting technology to human needs.

That is the opportunity I hope more students get the chance to experietnce: learning that helps them think deeply, solve problems differently and create something meaningful for their communities.

What this means for districts

For the district leaders I work with, the takeaway is clear: purposeful AI learning takes both vision and planning. Students need opportunities to explore meaningful uses of AI, and schools need the foundation to support that work well, including secure infrastructure, strong data privacy practices, educator support and clear alignment with instructional goals.

Students are already shaping what comes next

I left the Presidential AI Challenge feeling energized about the future of AI in education. Throughout the day, I saw students and educators approaching these tools with thoughtfulness, creativity and a strong sense of community.

With the guidance of dedicated educators and the support of their communities, they are learning to use AI to ask better questions, build new solutions and make a meaningful difference in the places they call home. That is the future of AI in education worth working toward: one where students use technology with curiosity, care and purpose to improve the world around them.