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Blog Entry #3: Diving Into the Research: Artificial Intelligence
Helping PreK–12 Teachers Overcome the Fear of Artificial Intelligence:
Helping PreK–12 Teachers Overcome the Fear of Artificial Intelligence:
The text discusses the current landscape of artificial intelligence (AI) in education, addressing concerns, implications, and practical steps for teachers. It notes that AI has recently gained attention in mainstream media and highlights instances, such as the ban on ChatGPT in New York City schools. Despite concerns, the chapter argues that understanding and integrating AI tools in education is essential.
The chapter emphasizes the diverse applications of AI in preK–12 education and reviews scholarly research on topics ranging from human interaction with AI to specific investigations in fields like medicine and design. The overall conclusion is that AI, when used judiciously, can positively impact K–12 education, contributing to learning achievement.
The implications section focuses on preparing educators to use AI effectively. The recommended steps include becoming familiar with AI, understanding AI-related prompts, proficiency with AI, seeking resources, exploring pros and cons, and checking with the school district IT department/administration. These steps are designed to bridge the gap between expectations and reality and overcome fear through collaborative engagement.
The chapter also provides examples of how AI tools can assist teachers in lesson planning, slides development, and providing feedback on student work. Furthermore, it discusses how educators can incorporate AI technologies into student activities, such as peer/AI editing and problem-based learning, while highlighting the importance of clear policies to prevent academic dishonesty.
In summary, the chapter encourages educators to embrace AI technologies by providing practical guidance on understanding, implementing, and leveraging AI tools to enhance both teaching and learning experiences in the classroom.
Ling, Eric, et al. “Helping PreK–12 Teachers Overcome the Fear of Artificial Intelligence.” What PreK–12 Teachers Should Know About
Educational Technology in 2023: A Research-to-Practice Anthology, 2023, pp. 71-79.
Generative AI Writing Tools: How They Work, What They Do, and Why They Matter
The text explores the integration of Generative Artificial Intelligence Writing Tools (GAIWTs) like ChatGPT into classrooms, using Bill Green's Literacy in 3D model. The model comprises three domains: operational, cultural, and critical literacies. The authors discuss the implications of using GAIWTs and suggest that best practices in AI-related writing education should address all three dimensions of the model.
The introduction highlights the rise of GAIWTs, particularly ChatGPT, and the ensuing discussions and challenges in educational settings. The authors, teacher educators from Australia and the United States, express concerns about the ethical use of GAIWTs in education and students potentially avoiding critical thinking in writing.
The research review emphasizes the historical evolution of writing tools and introduces GAIWTs as a transformative force. The authors discuss the need for a critical orientation to digital literacies and reference Bill Green's Literacy in 3D model as a valuable framework.
The implications section outlines how educators can use the operational, cultural, and critical dimensions of Green's model to guide their approach to GAIWTs. Examples include effective language use in prompts, exploring GAIWT applications in various industries, and critically examining biases and threats associated with these tools.
Three examples illustrate how educators can integrate GAIWTs into lessons across different grade levels, promoting effective language use, socialization into AI-writing culture, and critical thinking about power relations. The authors advocate for incorporating Green's 3D model into the design of learning experiences to support students in actively producing and transforming culture through writing with GAIWTs.
McKnight, Lucinda. “Generative AI Writing Tools: How They Work, What They Do, and Why They Matter.” What PreK–12 Teachers Should Know About Educational Technology in 2023: A Research-to-Practice Anthology, 2023, pp. 117-121.
Generative AI Technology to Support High School Students Experiencing Challenges With Writing
This chapter focuses on the role of artificial intelligence (AI) tools in supporting high school students, particularly those facing challenges in writing. The text explores the impact of AI, such as editing tools and text generators, on the writing process, and emphasizes the potential benefits and limitations. The introduction highlights the significance of writing skills and the challenges faced by approximately 15% of students.
In the research review, the historical use of assistive technologies is discussed, leading to the current era of AI tools. The emergence of AI, especially in text generation, is seen as a potential aid for students with language or learning disabilities. The chapter emphasizes the application of AI in the context of Universal Design for Learning (UDL), aiming to provide diverse learners with flexible means of representation, expression, and engagement.
The implications section is divided into two parts. The first part focuses on practical uses of AI writing tools, such as editing tools (e.g., Grammarly, Quillbot) and text generators (e.g., Jenni.ai, Perplexity.ai). The chapter provides examples of how these tools can be integrated into lessons to support students who struggle with writing.
The second part addresses ethical implications, emphasizing the need for debate on issues like data ownership, privacy, and the potential widening of the digital divide. The chapter advocates for a balanced approach, highlighting that AI should support writing rather than replace it. Guidelines for appropriate AI assistance levels and considerations for teachers seeking to incorporate AI technologies are presented.
Considerations include age restrictions, parental consent, integration with other assistive devices, professional development opportunities for teachers, student capacity to learn and use the technology, responsibility for instruction, short-term vs. long-term usage, and potential unintended consequences.
The chapter concludes with a call for thorough evaluation by teachers, considering the cost-benefit of introducing AI technology to support inclusion while being mindful of potential negative consequences.
Young, Kristy, and Damian Maher. “Generative AI Technology to Support High School Students Experiencing Challenges With Writing.” What PreK–12 Teachers Should Know About Educational Technology in 2023: A Research-to-Practice Anthology, 2023, pp. 123-132.
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