Better Than Clipart, Faster Than Stock: The Keynote Trick for Polished Decks

Title slide for “AI at the Crossroads,” with text on the left and an illustration on the right of two diverging roads and a signpost showing a sun icon on one arrow and a warning triangle on the other. Subhead reads “What We Gain, What We Risk, and What We Should Demand,” with “Peter Pappas, Saturday Breakfast Forum, Feb 28, 2026” at the bottom.

I’ve always leaned on images when I present. A slide with a strong visual does a lot of work, especially with a mixed audience. This time I was preparing a community Saturday Breakfast Forum talk titled “AI at the Crossroads: What We Gain, What We Risk, and What We Should Demand.” The crowd would be full of thoughtful professionals, curious and skeptical, but not necessarily steeped in AI jargon. I wanted the slides to carry the structure of the talk, and I wanted the visuals to do real explanatory work, not just serve as decoration.

Slide titled “Level 1: AI as Your Personal Guide,” with large text on the left. On the right, a hand holds a large compass with marked directions and a red needle, suggesting guidance.

The problem is that stock photos are a weird kind of time sink. You can spend 30 minutes searching for “the perfect image” and still end up settling for something that’s close, but not quite right. Wrong mood. Wrong metaphor. Wrong vibe. And even when you find a good one, it rarely matches the next one, so the deck starts to look like a patchwork quilt.

This time I tried something new. I used the image creation feature inside Apple Keynote’s Creator Studio to generate the illustrations I needed, right where I was building the slides. Then I used ChatGPT as a creative partner to help me find good metaphors and write prompts that the image tool could actually follow. It changed my whole workflow.

Slide titled “Risk 1: The People Pleaser,” explaining AI tries to be helpful and often agrees. Illustration shows a gumball-style dispenser filled with thumbs-up tokens, with hands turning the knob and catching a token as it drops.

Why this is worth doing

Stock photos are great when you need something literal. They’re terrible when you need a visual metaphor. How do you find a stock photo for “AI as a confident liar,” or “customized scams at scale,” or “data becoming centralized power?” You usually can’t. So you either compromise on the message or you add more words to your slide to explain what your image can’t. Generating images inside Keynote flips that. You can design a visual that matches the idea.

One of the underrated benefits is consistency. If you lock a style and stick to it, the whole deck looks like it belongs together. It feels intentional. It feels designed. That alone can make a presentation feel more polished than a deck assembled from whatever images you could find at the last minute.

It also lets you design for your actual room. I knew I needed slides that would read quickly, from a distance, in real-world lighting. That meant strong contrast, bright readable colors, simple shapes, and minimal clutter. Stock photos do not care about your projector. Generated visuals can.

Slide titled “Risk 3: The Fake Crowd,” explaining AI can manufacture public opinion and fake consensus. Illustration shows a hand placing an identical red Lego-style figure into a crowd of red figures surrounding a small beige monument in a town square.

The workflow I used

Before I generated anything, I built the overall look of my slides in ChatGPT. That included a consistent color palette, typography rules, layout logic, and a repeating structure for benefits and risks. Once I had that locked, the images had a clear job. They weren’t decoration, they were part of a system.

Next I locked a “house style” for images. I chose a consistent 3D illustration look, not photorealistic and not cartoonish. Then I kept reusing the same style language in prompts, modern 3D illustration, clean shapes, high contrast, minimal backgrounds, no text in the image, no logos, big readable elements. That style language became my visual glue.

House style:

3D animated illustration, modern cinematic 3D style, high quality 3D rendering, bright studio lighting, very high contrast, saturated but harmonious colors, matte or satin materials, large readable shapes, minimal clutter, crisp edges, no logos, no text.

Then add: a clear description of the subject and layout, including the main objects, what they are doing, what should be emphasized, what should be left out, and any needed negative space for slide text.

Then I stopped jumping straight to prompts. Instead, I’d brainstorm metaphors first. What is the idea? What is the simplest object metaphor that communicates it? What can be shown without faces? What will still read on a projector? ChatGPT was genuinely useful here because it helped me generate multiple metaphor options quickly, then narrow to the one that was most likely to work in an image generator.

Slide titled “Risk 3: The Fake Crowd,” explaining AI can manufacture public opinion and fake consensus. Illustration shows a hand placing an identical red Lego-style figure into a crowd of red figures surrounding a small beige monument in a town square.

When it was time to write prompts, the best ones were structured, not clever. They had three parts: style rules I reused every time, composition rules like square versus landscape and where I needed negative space for text, and then the specific objects and their relationship. A typical prompt included constraints like keep it minimal, make the subject fill most of the frame, avoid tiny details, increase contrast, avoid faces, no extra objects. The goal wasn’t artistry. The goal was clarity.

Finally, I treated the first image like a draft. I’d generate it, then do a quick critique. Does it read instantly? What is confusing? What is too subtle? Is it going to wash out on the projector? Then I’d revise one thing and regenerate. Sometimes the tool followed revisions perfectly. Sometimes it didn’t. In those cases it was often faster to start fresh with a new prompt that baked in the fix instead of trying to “edit” my way out.

Slide titled “Risk 2: The Economic Shock,” with bullets about jobs, investments, and markets on the left. On the right, a pink piggy bank with a large crack in its side spills gold coins onto the surface.

Best practices that emerged

Keeping scenes simple matters. If your image has three main objects, you’re usually fine. If it has eight, you’re likely in trouble. The generator will happily add details you didn’t ask for, which is great for art and terrible for slides.

Avoid text inside generated images when you can. Even when text “works,” it can come out slightly off. Your slide already has text. Let your slide do the reading and let the image do the meaning.

When you need people, hands work better than faces. Faces can shift tone fast, and they can also get weird. Hands show action, control, collaboration, and choice, which is exactly what you often want in a talk.

Use bold symbols, not subtle symbolism. A lightbulb beats “a thoughtful expression.” A checkmark beats “a feeling of success.” A warning triangle beats “a vaguely ominous mood.” Projector slides are not the place for subtle.

Do the squint test. If you squint and you can still tell what it is, you’re in good shape. If it becomes a blob, you need fewer elements and stronger contrast.

Know when to pivot. Some concepts will fight you. If you try a few times and the generator keeps missing the key idea, it’s often better to change metaphors than keep wrestling. That’s not failure, that’s design.

Slide titled “It’s Turning Political” with a bulleted list of AI-related issues on the left. On the right, colorful protest-style placards with icons like a prohibition sign, warning triangle, checkmark, question mark, lock, sparkle, and hashtag stand in front of a capitol dome.

What I’ll do differently next time

Next time I’m going to build a small prompt library for recurring slide types, section transitions, benefits, risks, and proposals. Once you have a handful of prompts you trust, you can produce new decks faster and keep the visuals consistent without reinventing the wheel.

I’ll also start earlier. This workflow invites a little iteration, but the payoff is that you end up with visuals that match your message, instead of visuals you found after a long search.

Design Your Own Historical Mysteries With AI

Mystery Spot entrance, Saint Ignace, Michigan

Years ago I posted a first day of school lesson built around a simple mystery. Students each got a short clue, had to talk to one another, and slowly pieced together what happened in a bank robbery and a murder. That post has turned into one of the most visited pages (+250k) on my site:

First Day of School: Engage, Problem Solve, “How to Get Students Thinking”

I still like that lesson for two reasons.

  1. Every student holds a piece of the puzzle, so everyone is needed.
  2. The solution only emerges through focused conversation, not by calling on one “star” student.

Lately, I have been looking for ways to bring that same structure into history classrooms while also taking advantage of AI as a planning partner. I want tools that help teachers quickly build rich activities, not just worksheets. I also want students doing the work of historians: weighing evidence, comparing perspectives, and arguing for the most convincing explanation.

So I built a reusable “historical mystery” prompt for teachers to use with an AI model. The goal is simple. A teacher describes their course, unit, and topic, chooses middle school or high school level, and the AI returns a ready-to-use mystery built around a real historical question.

Each mystery follows a common structure

  • A short title that frames the case
  • A student-facing task with background, a central question, and clear group directions
  • An answer frame for the teacher that outlines key factors and common interpretations
  • A set of numbered clues, written in short student-friendly chunks, ready to cut into strips
  • A teacher guide that sorts clues by reliability, perspective, and purpose, and suggests debrief questions

The topic does not need to be a crime. It might ask students to explain a policy shift, an election outcome, a reform that finally passed, or a controversial decision in foreign policy. Some versions lean toward one historically stronger answer. Others are built so that several answers are plausible, as long as students use evidence well.

The prompt also lets teachers set important boundaries. They can request simpler language, ask for a certain number of clues, name sensitive themes to treat carefully, and choose add-ons like discussion stems or a short reflection prompt. The idea is to keep the planning overhead low while preserving teacher judgment and classroom context.

Under all of this sits the same core belief that shaped my original “first day” mysteries. Students think harder when they need one another. A well designed set of clues can pull them out of their seats, invite them to argue with evidence, and lay the groundwork for deeper work with primary and secondary sources.

Here’s a sample “The Road to Revolution” activity I created in Google Gemini using the prompt below with some of the choices I made to fine tune the prompt.

  • Grade band and reading level: “8th grade US history, unit on American Revolution”
  • Historical topic for the mystery: “The eve of the American Revolution with emphasis on both rebel and loyalist sentiments.”
  • Type of historical mystery I want: “The causes of the war for Independence”
  • Big mystery question: “I let Gemini propose one”
  • How debatable I want the answer to be: “Several answers are genuinely arguable, and the goal is argument with evidence”
  • Complexity level: “Middle school level clues: shorter sentences, more background, limited vocabulary.”

Below, I have included the full prompt that teachers can copy, adapt, and paste into their AI tool of choice. With a few edits to the inputs, you can generate fresh mysteries that match your curriculum and your students, while keeping the focus on historical thinking rather than on the tool itself.

I’ve tried it with ChatGPT, Google Gemini, Claude and Microsoft CoPilot. Just fill in the bracketed parts, then run it.

You are a history educator and lesson designer. Use the information below about my class and topic to design a historical mystery group activity.

This activity will be run as a clue-sharing mystery:
- Each student receives at least one short clue on a strip of paper.
- Students must share and discuss their clues to answer a central historical question.
- The mystery is based on a real historical development, policy, election, or turning point.
- The focus is on evidence, multiple perspectives, and group reasoning.

Here is information about my teaching context and what I want:

Course and unit:
[Describe the course and current or upcoming unit. For example: 8th grade US history, unit on Reconstruction.]

Grade band and reading level:
[Middle school or high school. Brief note on reading level and supports your students tend to need.]

Historical topic for the mystery:
[Brief topic or event. For example: Japanese American incarceration, the New Deal, the Cuban Missile Crisis, the 1965 Voting Rights Act.]

Type of historical mystery I want:
[Choose one or write your own: explaining a government decision or policy / explaining why a reform or law passed / explaining why a movement succeeded or failed / explaining causes of a war or crisis / explaining an election outcome.]

Big mystery question:
[Either provide your own central question, or say “please propose one.” For example: Which cause best explains the passage of the Voting Rights Act of 1965.]

How debatable I want the answer to be:
[Choose one:
1. There is a historically stronger answer, though students can still debate.
2. Several answers are genuinely arguable, and the goal is argument with evidence.]

Complexity level:
[Choose one:
- Middle school level clues: shorter sentences, more background, limited vocabulary.
- High school level clues: more nuance, more inference, some discipline vocabulary.]

Class logistics:
- Approximate number of students: [number]
- Preferred group size: [for example, 3–4]
- Class time for the activity (excluding homework): [for example, 45 minutes]

Based on that, create:
- A total of about [number] clues, so that each student can have at least one clue.
- Each clue should be 1–3 short sentences.
- Language should be student friendly for my grade band.

Clue design:
- Include a mix of:
- Factual background.
- Short primary source style snippets or paraphrases (quotes, headlines, posters, speeches, diary lines, etc.).
- Public opinion or media.
- Economic or political interests.
- Include 2–4 clues that are less reliable, biased, or based on rumor. Do NOT label these in the student clue list. Only explain them in the teacher guide.
- Include perspectives from different groups, not only government officials.

Classroom constraints and sensitivities:
[Name any topics, tones, or details to avoid or handle carefully. For example: avoid graphic violence, no explicit language, frame racism clearly but age appropriately.]

Extra supports I want you to include:
[Choose any that you want:
- One short reflection or exit ticket question.
- A few sentence stems for discussion.
- One quick extension idea for students who finish early.]

Now design the full mystery activity with the following structure and headings. Use clear, plain language.

1. Title
Give the mystery a short, engaging title that fits the topic and grade band.

2. Task for students
Write a student-facing section that:
- Gives 3–6 sentences of background on the situation.
- States the central mystery question clearly.
- Explains that students will each get one or more clues and must share them to solve the mystery.
- Includes a short “Groups must” list with 3–5 bullets. For example:
- Decide on an answer to the mystery question.
- Use clues as evidence, and cite clue numbers in your explanation.
- Be ready to explain why some clues are more important or trustworthy.

3. Answer frame for the teacher
Write this for the teacher, not for students. Use clear, nontechnical language.
Include:
- A concise explanation of the historical background and main causes or factors.
- A note about what most historians tend to see as the strongest explanation, if I chose that option.
- Or, if I chose a more open debate, explain the main interpretations and how reasonable students might land on different answers.
- Suggestions for what a “strong” student answer would include in terms of reasoning and evidence use.

4. Clues for students
Provide a numbered list of short clues, ready to be printed and cut into strips.
- Each clue 1–3 short sentences.
- No source citations needed in the clue text. Just keep them readable and realistic.
- Mix the types listed above.
- Include both solid, reliable clues and a handful of biased, incomplete, or rumor-based clues. Do not mark which is which here.

Format like this:

Clue 1:
[text]

Clue 2:
[text]

Clue 3:
[text]

Continue until all clues are listed.

5. Teacher guide to the clues
Write a teacher-facing guide that:
- Groups each clue into categories such as:
- Likely reliable factual background.
- Clearly biased or opinionated.
- Rumor, unverified, or incomplete.
- Economic or political interest.
- Perspective from a specific group (for example, leader, worker, voter, soldier, activist).
- Points out which clues are most central to answering the mystery question.
- Points out which clues are weaker or misleading and how students might misread them.
- Suggests 4–6 debrief questions for whole-class discussion. Include at least one about reliability and one about whose voices are missing.
- If I asked for extra supports, add:
- One short reflection or exit ticket prompt.
- A few sentence stems for discussion.
- One quick extension idea.

Keep the entire activity at the complexity level and grade band I requested. Do not add tasks outside the mystery format described here.

Featured image credit: Mystery Spot entrance, Saint Ignace, Michigan ~ Library of Congress

Getting Started with the AI Toolkit

AI-generated with Lexica. I used prompt: “A steampunk tool box in a mysterious setting“

I’ve been exploring AI use for teachers and students for the past view months. I recently was interviewed by Aaron Maurer for his educator’s podcast “Peter Pappas And How AI Is Challenging Educators To Rethink Practices Of Teaching And Learning“

Listen on Apple Podcast

Listen on Spotify


Here’s an AI Toolkit that I designed to assist students and teachers with integrating AI into teaching and learning. This is reposted from my course website: EdTechMethods


Since the recent launch of ChatGPT – Artificial intelligence (AI) tools are in the news. Here’s a brief list of AI tools and resources. All are free (or have free intro promotions). We will be integrating them into our course over the semester.


OUr Course AI Policy

You are free to use AI tools in this course for your weekly assignments. Some assignments – like this week’s – will require it. You are free to use AI in creative ways. But be sure to always site AI use as noted in #1 below. See my example at the end of this page.

Be aware of the limits of ChatGPT and other text generating apps:

  1. AI is a tool, but one that you need to acknowledge using. Please include a paragraph at the end of any assignment that uses AI explaining what you used AI for and what prompts you used to get the results. Failure to do so is in violation of academic honesty policies.
  2. If you provide minimum effort prompts, you will get low quality results.
  3. You will need to refine your prompts in order to get good outcomes. This will take work.
  4. Don’t trust anything it says. If it gives you a number or fact, assume it is wrong unless you either know the answer or can check in with another source. You will be responsible for any errors or omissions provided by the tool. It works best for topics you understand.
  5. Be thoughtful about when this tool is useful. Don’t use it if it isn’t appropriate for the case or circumstance.
  6. AI is a tool. It is not always the right tool. Consider carefully whether, given its weaknesses, it is right for the purpose to which you are planning to apply it.
  7. There are many ethical concerns you need to be aware of. AI can be used to infringe on copyright, or to cheat, or to steal the work of others, or to manipulate. And how a particular AI model is built and who benefits from its use are often complex issues, and not particularly clear at this stage. Ultimately, you are responsible for using these tools in an ethical manner. Be transparent about how you use AI, and take responsibility for the output you create ~ adapted from Ethan Mollick

Start Here: How to use AI to do Practical Stuff: A New Guide

And  Seven Ways of Using AI in Class
writing Tools – type in prompt / get a text response
  • Access GPT4 without a key or invitation on Hugging Face. | Link
  • ChatGPT | Link. First create an OpenAI account to log in (registration may require a phone number)
  • Best option if ChatGPT is down, use  OpenAI Playground
  • Perplexity | Link Better at looking information up than generating new ideas. But shows sources and lets you edit them out or add new sources. [Click 3 dots in upper right of the response.]
How to Create writing Prompts
AI Plagiarism Detectors
  • GPTZero. Built for educators. Paste in text and see if its created by AI | Link
  • GPT-2 Output Detector – Paste in text and see if its created by AI | Link

image Tools – Type in descriptors (or upload image) / get an image response
  • Lexica | Link Requires sign up (my favorite of this group)
  • DALL-E | Link Requires sign up
  • Midjourney | A powerful image generator on Discord. Link to QuickStart guide
  • Image Maker | Link Free to use Stable Diffusion-powered text to image generator
  • Karlo Generator| Link Can be a bit wonky and only produces low resolution images, but no sign up needed.
  • Image Mixer | Link Combine multiple images into one. No sign up needed
How to Create Image Prompts
  • How to use AI image prompts to generate art (this post references Microsoft Designer, but tips work with all image generators) | Link to article
  • DALLE-E Prompt Book | Link

Audio / Video Tools
  • AssemblyAI – extract transcription, summary or topic detection from a video | Link
  • Google Speech-to-Text | Link | Free sign up
  • Google Text-to-Speech | Link | Free sign up

AI note for this page: I elected to use AI to generate a featured image for this page. Thought it would be proof of concept. I used Lexica and this prompt: “A steampunk tool box in a mysterious setting.” It took me a number of tries to add descriptor prompts to get something I wanted. The final image included some elements that make no sense – what’s the “screen” at right and cables in foreground? Mysterious?

Our first AI Lesson

How to Run an EdCamp via Zoom

How to Run an EdCamp via Zoom

I recently ran a edcamp style morning session for our incoming MATs at the University of Portland’s School of Education. Our session goals:

  • Provide a framework for students to explore ed tech in small project-based learning teams
  • Model a student centered learning space that takes the instructor out of center stage.
  • Reinforce that ed tech tools are more than bright shiny objects – they are a tools to inspire your student to investigate, collaborate, create, drive change and take action.

In advance, I created a Google site – “Pandemic Teachers’ Toolkit” that profiled ten free (or freemium) edtech apps. Each app page included a brief overview, how to log in, samples of the app in action, a how-to video on using the app, and instruction on how to get a sample project from the app to a Padlet showcase. The apps were numbered 1-10.

On the morning of the session, I logged in 42 students and I opened with a brief intro and an overview of the morning’s activities. I did a short presentation on the apps using Keynote with some screen shots that highlighted each app and what it could do. I then used Zoom’s built-in breakout group tool to create random groups of four students each. Each breakout group was assigned to explore their corresponding numbered app. The suggestion was for each student in the breakout group to explore the assigned app in parallel fashion and offer help to each other as needed. When they completed a product with the app they posted it to the corresponding Padlet along with comments on working with the app.

As Zoom host I was able to drop in and out of breakout groups offering support as needed. If anyone had a question they could message me via Zoom. After about 30 minutes of work time we all got back together and shared observations. For example – you can’t be in Zoom and Flipgrid simultaneously – the are both fighting over your camera. (Why didn’t I think of that?)

Then we repeated the process and I created 10 new random teams. Some student found themselves back at the same app. So they did not agree to join that group. I was quickly able to see that and assign them to a new group. Students spent about another half hour exploring the second app. They again posted their work and observation to the corresponding Padlet.

I should note that their app-posts were very clever and creative. And their comments were spot on. As a closer, I provided a Google Form exit ticket. Their responses demonstrated that they saw the experience as very valuable and that it achieved it’s goals.

Here’s a two of the exit questions and student responses.

What’s one thing you learned about yourself today?
  • I learned that I enjoy exploring new technology when it is explained well enough.
  • I love working on my own! It is my first choice when it comes to work options. However, I did need my partners at times so I’m glad they were there to help me!
  • I really enjoy meeting new folks outside my cohort! And I’ve become much more comfortable with online teaching over the summer term.
  • I am better at navigating new apps than I thought I would be.
  • I need to try something before I understand it, so I appreciated the time to do so.
  • I enjoy playing around with the different tools within an app to help me understand the best use of my creativity and instruction.
  • I learned that I’m actually a pretty quick learner with these different platforms, which makes me feel better going forward into the school year next year!
  • I liked being able to figure out to use the tools. I always find it more engaging to learn by doing instead of being told how to do things.
What’s one thing you learned about edtech today?
  • These things are free! And a lot of it is integrated with programs I already use. Great stuff!
  • I have a lot more free, realistic options available to me than I knew about before this morning.
  • I had heard of some of these online resources before but hadn’t used most of them – this was a cool opportunity to learn how to use these resources, I’ll definitely be incorporating some into my class.
  • How user-friendly most of the apps are….I was pleasantly surprised.
  • There are far more resources than I would’ve thought. They were all a lot easier to use than I would’ve thought, too! For someone who struggles with technology, they were surprisingly user friendly.
  • So many other options for distance learning! I’ll be spending some time just playing around with these apps/sites.
  • There are a variety of accessible edtech tools that I was previously unaware of that could make remote teaching more engaging.

How I Turned My Class into an Edcamp

Last week I ran a three-hour intro to edtech class for our incoming cadre of about 40 MAT students. In the past it been done lecture-style, but that’s not my thing. As a founding team member of #edcampPDX, I thought why not an edcamp?

We gathered in a large multi-use room and I opened with a few “get-to know-each-other activities” (this cadre has just started this summer). I gave a 30 min demonstration / lecture on “5 ideas for teaching in the digital age.” See handout on site.

Summer Edtech Camp

Then I turned the group over to this Google site I had created. I split them into 10 teams and assigned them one of the 10 apps with the following instructions:

Click on the link for your app and you will see a demonstration of the app, a short “how-to” video and links to set up your account. Work with your team to figure out the app, create something using it to share back to the group via this Padlet and be prepared to tell the rest of the group what you liked / disliked about the app and how you could use it in the classroom.

They dug in and all were successful at creating content using their app and gave some “spot -on” critiques of the apps. I closed with a Google form “Exit Ticket” and here’s some of their responses to two of the questions:

What’s one thing you learned about edtech today?

  • That using technology as a teacher isn’t as difficult/scary as I thought.
  • Find ways to embrace tech in the classroom rather than ban it.
  • I learned the importance of “being less helpful.”
  • I learned about all these different apps I had never heard about before.
  • I learned about a lot of sites and apps I can apply to education and to also pad my student teaching portfolio.
  • It allows students to create/synthesize content that promotes higher order thinking.
  • That we need to create opportunities to create and not just consume when using technology.
  • There is more technological help out there than I thought.

What’s one thing you learned about yourself today?

  • That I’m still intimidated by technology, but less-so now.
  • It takes me a little longer to be creative.
  • I can do more than I thought I could do with technology.
  • I liked being able to engage with site in an interactive way and just messing around with it to figure out how it works.
  • That I can be more techy.
  • I work well in groups of people with similar ideas.
  • That if I don’t keep up to date, I’m going to be that teacher that does not know how to operate the projector or future equivalent.
  • That I am capable of using technology and do not need to be afraid of it in my classroom. This will help a lot when it comes to working with students who are technology driven.
  • I was scared to use technology in the classroom before but I realized today it is super easy. I can see myself using way more technology now.
  • I should teach myself more of technology.
  • I thought I wouldn’t like using technology in the classroom, mostly because I tend to be technologically challenge, and easily intimidated by it. However, today I learned that I can use lots of these sources. They are not to be feared!
  • I learned that I enjoy working on platforms that allow for multiple people to work on them at once. I found that to be really useful.
  • It takes me longer to figure out technology than my younger peers.
  • I used to think that I needed a tutorial to figure out technology, but I think it is beneficial to just work with the site.