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MODULE 1: Introduction to Artificial Intelligence in Education
MODULE 1: Introduction to Artificial Intelligence in Education
MODULE OVERVIEW
In this module, we will embark on a journey to explore the fundamentals of AI, its remarkable evolution, and its profound impact on various industries and daily life. We will also review the ISTE (International Society for Technology in Education) professional standards and how they relate to AI. Lastly, we'll look at the cutting-edge research and innovations shaping AI's present and future.
To complete this module:
watch the short video on AI and how it works
review the infographic on the history of AI
review the presentation on ISTE standards for educators
review the included articles on current research
participate in the AI in Education discussion
Watch this short video to understand the basics of Artificial Intelligence.
The Evolution of AI
The Evolution of AI
The adventure of AI is like a rollercoaster ride that's been thrilling for over half a century! It all began when tech wizards dreamt of creating machines that could mimic human smarts in the 1950s.
AI's journey has zipped into today's cool machine learning and deep learning era. With fancy algorithms, extra computer horsepower, and heaps of data, AI's future looks wild and promises exciting possibilities for educators, making learning an even greater adventure!
Check out the infographic below on the history of AI
Check out the infographic below on the history of AI
Professional Standards
Professional Standards
The ISTE (International Society for Technology in Education) standards for educators provide a framework for teachers to effectively integrate technology into their teaching practices. These standards focus on various aspects of technology integration and educational technology and are easy to implement using AI in the classroom.
Current Research
Current Research
Yau, CHAI, Chiu, Meng, King, and Yam (2023) investigated teacher perceptions of AI and their instructional choices. The secondary teachers in this study identified the need to help students understand how prevelant AI is in our lives. They also utilized common instructional practices to help students understand abstract concepts related to how AI works. Along with helping students understand the ethics of AI, it is also important to note that teaching about AI helped to generate interest and there was an increase student engagement.
Connected Papers is an online, AI-powered website that allows users to find journal articles on similar topics.
Ottenbreit-Leftwich, Glazewski, Jeon, Jantaraweragul, Hmelo-Silver, Scribner, Lee, Mott, & Lester (2023) also studied teacher perceptions of AI alongside students the elementary classroom. This research revealed similarities into what people understand as AI in our daily lives. However, the study also indicated areas where students have misconceptions specifically when they discuss how AI technology works. Both groups identified similar concerns in regards to ethics and some of the benefits that AI affords including how it may people with disabilities. Finally, teachers were quick to rationalize why AI should be taught in schools, which includes: "compliance with new required state standards, pre- pare students to be functioning members of future society, and showcase how AI is already embedded in the world around them."
While Yetisensoy and Rappoport (2023) did not conduct an empirical research study, they did discuss the potential importance of social studies classrooms integrating AI lessons into the curriculum as a subset of digital literacy. Through the use of AI chatbots, ChatGPT and Kirima, students analyzed the results provided when asked about a similar topic (polar climate). While not a formal research study, this conceptual article does provide a starting point for teachers to introduce AI in the classroom in way that connects to the curriculum.
Overall, there is much more research needed to be done with this new era of artificial intelligence. Current research has focused on perceptions of different stakeholders in education without much application. New and exciting ideas for AI will certainly be emerging in the new future.
References
Ottenbreit-Leftwich, A., Glazewski, K., Jeon, M., Jantaraweragul, K., Hmelo-Silver, C. E., Scribner, A., Lee, S., Mott, B., & Lester, J. (2023). Lessons learned for AI education with elementary students and teachers. International Journal of Artificial Intelligence in Education, 33(2), 267–289. https://doi-org.auth.lib.niu.edu/10.1007/s40593-022-00304-3
Yau, K. W., CHAI, C. S., Chiu, T. K. F., Meng, H., King, I., & Yam, Y. (2023). A phenomenographic approach on teacher conceptions of teaching artificial intelligence (AI) in K-12 schools. Education and Information Technologies, 28(1), 1041–1064. https://doi-org.auth.lib.niu.edu/10.1007/s10639-022-11161-x
Yetisensoy, O., & Rapoport, A. (2023). Artificial intelligence literacy teaching in social studies education. Journal of Pedagogical Research, 7(3), 100–110.
Activity
Activity
To complete this module, please complete the AI in Education Discussion activity. This activity uses Padlet, where you will use the visual board to share what you learned, list your questions, and let your classmates know of any ah-ha moments you experienced in this module. You will then respond to at least one of your peers. If you aren't familiar with Padlet, click here to watch a quick tutorial to help get you started.
Note: This is a graded activity. To review the rubric, click here.
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