Tiny at a glance

Tiny at a glance

[0:00–0:30] Hello. Tiny is a small app with a big impact. In the next fifteen minutes I will show you what Tiny is and who it is for, what a lesson with it looks like, what the teacher sees during and after it, how Tiny handles data, who is behind it, and how to get started. Tiny · AI dětem. Prepared by the AI dětem team and its AI assistants. A condensed English version of the Czech lecture 1 (“Tiny: guide and specification”); facts re-checked on tiny.school on 27 and 30 September 2026. AI dětem (“AI for Kids”) is the Czech non-profit that builds Tiny. The artwork (Tinybots climbing the stairs; the row of Tinybots on the closing slide) and the tagline “Small app, big impact” come from Kateřina Çakin’s (AI dětem) deck “Tiny in a Nutshell”, presented on 29 September 2026; it is AI dětem’s own artwork, taken from the PDF as vector without its background.

Small app, big impact

AI in class: a finished answer, or real thinking?

[0:30–1:30] Let’s start with the problem. Students already use chatbots, and a generic chatbot does exactly what it’s asked: it writes the answer. The student has a result but hasn’t learned much, and the teacher has no idea what happened. A Tinybot works the other way round. It doesn’t give the answer — it asks. On the right is the real first message of the Tinybot “Curious Buddy” from the official how-to video, translated from Czech: it plays a classmate who missed the lesson and asks the student to explain. The two replies after it are illustrative. One lesson from the pilots: students are used to “question in, answer out”, and their first reaction is often “this chatbot is broken”. It isn’t — that’s the point. (Tiny’s introductory teaching guide, version 02.) Sources: comparison table in the introductory guide; first Tinybot message from the video “Jak pracovat s Tiny”.

Tiny in a nutshell

[1:30–2:45] Tiny is an educational app with eleven chatbots for lessons, designed by teaching specialists together with classroom teachers. The teacher only enters a topic — say, “revising the present simple” — and Tiny takes care of the rest. Each student has their own conversation, the teacher can follow all of them, and after the activity Tiny summarises what came up and where students got stuck. Who it is for: teachers of any subject in primary and secondary schools — pilot teachers have used it in languages, biology, history and vocational subjects such as construction. Students aged 13 and up with no extra steps; 11–12 with consent from a parent or guardian (Tiny provides a template); under 11, not at all. Free for teachers and students; any device with a browser. Access is activated for the whole school: the head teacher confirms once, by email. Important for school leaders and funders: Tiny gives no grades and does not replace the teacher — the summary is material for the teacher. Note for international audiences: Tiny currently serves Czech schools and its teaching guides are in Czech; the app also has English interface strings, and the website has an English version. Merged with the “Tiny in a Nutshell” slide of K. Çakin’s deck. UI shown in English using the app’s official English strings; screenshots re-labelled from Czech recordings (Tiny is currently used in Czech schools). The numbered labels are ours. The image is a promotional mock-up from tiny.school. Sources: tiny.school/en, FAQ; Privacy Notice, art. 3.3.

Every student has their own conversation with a chatbot about the topic you set — and you can see all of them.

Tiny in schools since the launch

[2:45–3:15] Tiny was launched on 14 September 2026. In under three weeks, by the end of September, 203 schools registered, 495 new teachers joined, and teachers taught 458 lessons with Tiny. Source: AI dětem figures, per AI dětem presentation (Kateřina Çakin, “Tiny in a Nutshell”), 29 Sep 2026; on the slide “as of end of September 2026”. The numbers are increases since the launch.

A lesson with a Tinybot in four steps

[3:15–4:30] Preparing a lesson takes a few minutes: 1. Pick a Tinybot that matches the goal — revision, debate, a historical figure… 2. Set the topic and goal, e.g. “The student explains the difference between a file and a folder.” How the chatbot asks questions is already designed by teaching specialists — no prompt-writing skills needed. 3. Start the lesson; Tiny shows a four-digit code (here 2282). Students sign in with their own account, type the code and they’re in. 4. Start the activity and watch the conversations. When it ends, you get a summary. UI shown in English using the app’s official English strings; screenshots re-labelled from Czech recordings (Tiny is currently used in Czech schools). The numbered labels are ours. Screenshots come from the official video “Jak pracovat s Tiny” (“How to work with Tiny”: class 8.C, Tinybot Curious Buddy). The four steps follow the tiny.school home page.

Or in one sentence: the Tiny Guide

[4:30–5:15] Even faster: right after logging in, the home screen has a box — “Tell Tiny what you need…”. The teacher types, for example, “Revise the Hussite Wars with Year 8.” The Tiny Guide asks a follow-up question (timeline, or causes and consequences?), first looks for a ready-made lesson in the library and, if there is none, proposes a Tinybot — here Revision Buddy — with topic, goal and prompt. The teacher confirms or edits. The lesson is created inactive; students see it only once the teacher starts it. The website lists three ways to create a lesson: the Tiny Guide, the lesson library (your own, colleagues’ shared lessons, lessons by the Tiny team) and from scratch. UI shown in English using the app’s official English strings; screenshots re-labelled from Czech recordings (Tiny is currently used in Czech schools). The numbered labels are ours. Screenshots from the video “Jak vytvořit lekci v Tiny”. Update vs. Czech lecture 1: the “With AI assistant — coming soon” row is no longer in the New lesson dialog; the home screen is the entry point to the guide.

11 Tinybots for every stage of learning

[5:15–6:30] There are eleven Tinybots, grouped by the revised Bloom’s taxonomy — from remembering to creating. The grouping helps Tiny set learning goals and the criteria it uses to give feedback on each conversation. • Remembering: Revision Buddy (patient revision, returns to mistakes) and Quiz Bot (tasks in various formats, a summary at the end). • Understanding: Curious Buddy pretends not to understand; Historical Figure / Expert speaks as Charles IV or Marie Curie; Starring… becomes a cell or a volcano. • Applying: What If… — “What would happen if the Sun went out?” • Analysing & Evaluating: Debate Partner argues the other side; The Bot That Gets It Wrong makes deliberate mistakes for students to catch. • Creating: Brainstorming Buddy and Planning Bot. How to pick the right one is on the next slide. Names as on tiny.school/en.

Choosing a Tinybot — or a ready-made lesson

[6:30–7:30] How do you choose the right Tinybot? (1) tiny.school/tinyboti lists all eleven with a description, ordered by Bloom’s taxonomy. (2) Each has a “Try” button (on the Czech page: “Vyzkoušet”): it opens a demo chat from the student’s side, with a topic, goal and prompt already filled in — no sign-up needed. (3) Each Tinybot has a teaching guide in PDF with example prompts from different subjects. (4) In the app, just tell the Tiny Guide what you want to cover and it suggests the Tinybot. (5) And fastest of all: a ready-made lesson. Lessons library → Tiny lessons holds lessons prepared by the AI dětem team in four categories — Tiny Research, Media Literacy, Tiny in Subjects and Tinybots; on screen, for example, Czech Language: European Realism, History: Charles IV, Physics, Biology and Geography, each with 19 activities. The website also has a “Tinybot picker” assistant (chatbot.tiny.school; Czech “Asistent pro výběr Tinybota”). UI shown in English using the app’s official English strings; screenshots re-labelled from Czech recordings (Tiny is currently used in Czech schools). The numbered labels are ours. The library screenshot (supplied by the Tiny team on 30 Sep 2026) was re-labelled the same way: “Lessons library”, “Tiny lessons”, the subtitle and “19 activities” are the app’s English strings; category and lesson titles are library content, translated; the author chip “AI dětem” is the organisation’s name. Sources: structure of the “How to Choose the Right Tinybot?” slide in K. Çakin’s deck; tiny.school/tinyboti — demo without an account verified on 30 Sep 2026 (Revision Buddy: the chat started and the Tinybot replied without signing in); library screenshot; teaching guides; three ways to create a lesson.

Between chats: activities for the whole class

[7:30–8:00] A lesson doesn’t have to be only a chatbot. Alongside the Tinybots, Tiny offers quick whole-class activities: poll, word cloud, open question, matching, sorting, ranking, scale and slide. Class results go up on the projector — for example, a word cloud to warm up, then a Tinybot, then an open question to wrap up. Sources: teacher-app texts and the activity catalogue in Tiny’s code, as of 26 September 2026. The English names are ours or from the app’s English strings.

What the teacher sees during the lesson

[8:00–9:00] The teacher stays in control. This is the teacher’s screen during a lesson. (1) In the middle, the selected student’s conversation in real time — what they asked, how the Tinybot replied, where they got stuck. (2) On the right, the connected students; click a name to open their chat. If a conversation drifts into inappropriate content, the teacher gets an alert during the lesson. (3) The activity can be paused at any time — students can still read but not write — or stopped. A timer, visible to students too, runs bottom left. (4) Once the activity is stopped, the teacher gets a summary for each student and for the class, with recommendations for follow-up teaching — that is the next slide. The five “Teacher in control” points of K. Çakin’s deck (real-time view, alerts, pause, summary per individual and class, insights for follow-up teaching) are folded into 1–4 here. A pilot teacher on the website: “In a regular chat app, students just mess around. Here I’m in control.” UI shown in English using the app’s official English strings; screenshots re-labelled from Czech recordings (Tiny is currently used in Czech schools). The numbered labels are ours. Sources: tiny.school/en; screenshot from “Jak pracovat s Tiny” (3:43); app texts.

After the activity: student and class summaries

[9:00–9:45] When the activity is stopped, the teacher clicks “Generate summary” on the Summary tab and switches between Individually and Class. For each student: how far they met the learning goal, how engaged they were, strengths and areas to practise. For the class: how many students met the goal, are on the way, did not meet it or did not work; a summary of the conversations — what students managed and what was missing or unclear; and recommendations with questions for the next lesson. It is material for the teacher, not a grade. The content on the slide is illustrative (the Hussite Wars topic, as in lecture 1); the structure matches the teacher app in September 2026. This is our English rendering of the structure, not a screenshot; the labels Summary, Generate summary, Individually and Class are the app’s English strings. Sources: the “Post-Activity Summary” and “Class activity summary” slides of K. Çakin’s deck (her screenshots are not reused: they show real names and Czech text); app texts; Czech lecture 1, class-summary slide.

Safety and data

[9:45–10:45] Safety works on two levels — inside the app and in how data is handled. In the app: every student has their own account (there is no anonymous access) and can only enter a lesson with the teacher’s code. The teacher sees every conversation and gets alerts about inappropriate content; Tinybots stay on topic and steer the chat back to the subject. Data: Tiny collects only a student’s name, email, gender and school year; data is stored on servers in the EU and encrypted in transit; students’ personal data is never used to train AI models. The language models currently come from OpenAI. A school enters the agreement by accepting the Terms of Use. And honestly: a language model can still make mistakes, so students learn to check what it says. Sources: tiny.school/en FAQ, Privacy Notice.

Research with Charles University

[10:45–11:30] Tiny is research-based. From September 2025 to August 2027, Charles University’s Faculty of Mathematics and Physics (Assoc. Prof. Cyril Brom’s team) and AI dětem are studying how an AI assistant in Tiny can help computing teachers and their students. The project is funded by the Technology Agency of the Czech Republic (TA ČR) in its SIGMA programme, no. TQ23000146, “AI assistants for teaching computing at lower-secondary level”. It tests Tinybots as assistants to both teacher and student, automatic assessment of open answers, and the safety of student–chatbot contact. Method: Design-Based Research in three phases (spring 2026, autumn 2026, spring 2027); approved by an ethics committee. Context: computing is a compulsory subject in Czech schools since 2024, and many lessons are taught by teachers without a computing qualification. A second strand: the Faculty of Education and the Faculty of Mathematics and Physics, with AI dětem, are running a media-literacy pilot with Tiny in Year 8 (sometimes Year 9) classes — four prepared lessons plus student feedback, until 11 December 2026. Sources: tiny.school/vyzkum, CEP record TQ23000146, aidetem.cz pilot page.

Who is behind Tiny: AI dětem and partners

[11:30–12:30] Tiny is built and run by AI dětem — in English, AI for Kids — a Czech non-profit that has been helping teachers keep pace with artificial intelligence since 2023. It does three things: an AI curriculum and teaching materials for primary and secondary schools, workshops and training for teachers and students, and tools for education — Tiny is one of them. Its values: the child first and respect for teachers, critical thinking and creativity, and responsible, human-centred technology. The Tinybots were designed with teachers and tested in real lessons in dozens of schools. Development is supported by Google.org and by the Technology Agency of the Czech Republic; the research is done with Charles University. Assoc. Prof. Pavel Kordík’s team contributes to the development of the AI assistant. Sources: the “AI dětem / AI for Kids” slide of K. Çakin’s deck; aidetem.cz/o-nas (three pillars, values); tiny.school/en (“Tiny is developed by the non-profit AI dětem, with support from Google.org and TA ČR”), /vyzkum, /kontakt.

How to get started

[12:30–13:30] Getting started is simple. (1) On tiny.school, click “Go to Tiny” (on the Czech site “Vstoupit do Tiny”) and choose “Teacher access”. (2) Signing up takes about a minute: a school Google or Microsoft account, or email; pick your school and name the head teacher, who confirms by email — you can use Tiny while that confirmation is pending. (3) For the first lesson, ask the Tiny Guide, take a ready-made lesson from the library, or build one yourself. A tip from the teaching guide: use the first lesson to let students discover that a Tinybot asks rather than answers; the first sign-in of a whole class can take 10–15 minutes. Schools on Google Workspace need their IT admin to mark Tiny as a trusted app. Every Tinybot can be tried before signing up, on tiny.school/tinyboti. UI shown in English using the app’s official English strings; screenshots re-labelled from Czech recordings (Tiny is currently used in Czech schools). The numbered labels are ours. Sources: /navody and the teacher sign-up page (“Registration takes a minute”), FAQ, introductory guide, /tinyboti.

Tiny in your classroom

[13:30–15:00] In one line: you set the topic, students do the thinking, you stay in the loop. Tiny is free for schools. For partnerships, research collaboration or support, write to tiny@aidetem.cz. Thank you — happy to take questions. The row of Tinybot characters is from the closing slide of K. Çakin’s deck. Sources: /kontakt.

You set the topic. Students do the thinking. You stay in the loop.