This experience report uses a trio-ethnography involving two computing educators with different teaching philosophies and one undergraduate computer science student. Across three conversations, the participants examined how educators interpreted students’ use of generative AI in programming education. The student’s lived experiences exposed learning processes that were largely invisible through classroom observation alone, leading both educators to reconsider assumptions about AI use, assessment, transparency, and programming pedagogy. The paper argues that structured dialogue can help educators develop richer interpretations of AI-supported learning and adapt instruction accordingly.
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