ILASCD Fall 2023 Journal by ILASCDpublishing

Impact • Service • Advocacy

Quarterly Journal - 0ctober 2023

Artificial Intelligence

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Welcome

Whole Child

Book Review: AI for 23 Educators

27 Resource Corner Identifying AI32

Ryan Nevius

Generated Work

Executive Director, ILASCD rcneviu@me.com

Using AI to Support 37 Mathematical Thinking

Hello IL ASCD Members, Colleagues, and Friends,

42 Have a Little Faith

As the school bells ring again and the hallways fill

47 Navigating the

with excitement, I wanted to take a moment to send my warmest wishes for a fantastic school year ahead. It’s a new chapter filled with opportunities, growth,

Ethical Frontier

56 AI Transforming Education

and learning, and I am confident you will make the

64 AI in Schools

most of it.

70 Leveraging AI

I am thrilled to welcome both returning members and newcomers to Illinois ASCD. This academic year promises growth, exploration, and achievement, where we will embark on a path of professional

to Revive the Instructional Leader

74 Navigating the Future

80 Upcoming Events

development together. 3

Welcome (cont.)

ILASCD Leaders

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peers, mentors, and experts in your field. I often learn more from “table talks” and hallway chats than any other part of the conference/workshop experience. Adaptability: Learning is about adaptability. It empowers you to navigate change more effectively and confidently embrace new roles and responsibilities. Leadership Development: Continuous learning is essential for those looking to lead in the classroom, school, or district. It helps you develop leadership skills, such as effective communication, strategic thinking, and decision-making. We know each member has unique talents, abilities, and needs. Your reasons for choosing PD may look completely different from mine. We can all agree that professional learning is a pathway to career success and a source of professional fulfillment and growth. I encourage you to embrace the opportunities from ILASCD that come your way. Please don’t hesitate to contact our dedicated staff with topic and speaker suggestions. Requests from members are the number one way we continue to improve! You are the lifeblood of this organization! Here’s to a year filled with growth and unforgettable moments. Embrace the journey, and may you shine brightly in all you do. I wish you a truly remarkable and inspiring school year! Ryan Nevius Executive Director, ILASCD

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A Letter from the President AI: Friend Not Foe Change is hard. So is facing the possibility that someone—or something—can do our job equally as well or better. Or, gasp, our professional existence is threatened by technology. I know it sounds over the top, but this is exactly what I Scott England

have heard from some over the last year when talking

President esengland@umes.edu

January where educators found themselves in what

about artificial intelligence. I sat in a meeting back in appeared to be a game of “I’ll one up you” when it

came to the punishment they’d dole out if they discovered students using AI in their class. I sat back in awe as I watched the back and forth between increasingly frazzled and frustrated educators. I stayed silent. That is, until I didn’t. I asked the group if they recalled ever typing a letter in the mid-90s in Microsoft Word. I asked if they remembered a bug-eyed paperclip popping up in the lower right part of the screen. It had a name: Clippit—although I’m partial to the later name Clippy. Clippy had the role of office assistant and would try to offer assistance based on what kind of formatting your writing was taking shape of. By 1998, a new search engine was introduced to the Internet. It became so popular that by 2006, we officially had a new verb associated with searching for information. If you’re unsure which search engine I’m talking about, I recommend just googling it. And it only took four years from its inception in 2001 for Wikipedia to become the most popular reference website on the Internet. These were the three examples I gave to a meeting full of educators who were convinced that ChatGPT would be the demise of education. I’m certain when the first graphing calculator was introduced and made available to students we had math 7

Letter from the President (cont.) educators who believed it was the end of math as we knew it. The reality is that these tools put in front of us have made us more productive and to an extent, more informed. (How and where we choose to become informed is a different story.) I often work with students who are delving into research for the first time. I recommend Wikipedia as a starting point. I cautiously remind them to never let Wikipedia be an ending point. But why should we ignore all this compiled information? If we see something worth noting, we can use the Reference section at the bottom of each page to start peeling back the layers until we find the original, most credible source. AI can do the same for us. As I work with those same students beginning research, I caution them that the A in AI is artificial, as in, not real. It does not stand for accuracy. To drive the point home, I show them a beautifully crafted introduction paragraph that AI hammered out for me in just seconds. I then asked AI to give me the references used for that paragraph. And it did! It gave me three. And two of the three were made up. So why say this when it seems like I’m delivering contradicting thoughts? Because what AI did produce started me down a path that eventually led me to where I wanted to go. And I was able to do it on a whim, early in the morning, before my coffee fully kicked in. Before we take to shunning and banning AI, we need to take a hard look on how we can leverage AI to help us. We cannot treat AI like that loud cousin at the family reunion—avoiding it isn’t going to make it go away. The articles in this journal lead us through an exploration of how we can navigate AI and utilize it to enhance our already strong teaching and learning practices. These articles remind us that AI is not the first, nor will it be the last, significant change we experience in education. We’re not saying you have to embrace every new change with open arms, just an open mind.

Whole Child Healthy, Safe, Supported, Engaged, and Challenged Whole Child Elements of Integrating AI into the Classroom: Resources, Samples, and Self-Assessment Dr. Andrea Dinaro

“Ordinary people become extraordinary leaders… Within our lives and within our community… these [8] habits are people, like all of us, not mere definitions—but ordinary people who through their daily living transformed lives…as others [descendants / future generations] became beneficiaries of their consistent and intentional [efforts]….” - Clifton Taulbert, Eight Habits of the Heart Ryan Marciniak

Samuel Kwon

for Educators

Intentionality The value of intentionally connecting is at the core of Clifton Taulbert’s message. Reflecting on the (a) teachings gleaned from his regular interactions observed and received as a child and adolescent, and (b) how his opportunities stemmed from the everyday lessons his family/community/ancestors embedded, blended, and purposely rooted into his life. Taulbert’s message extends to any area of education. The message of connection and intentionality is relevant to educators and timeless regarding technology. 9

Whole Child (cont.) “This vision, not the technology itself, is what will ultimately determine…capacity to use these tools in transformative ways” (p. 16).

The new boom in Generative AI provides an opportunity to consider community, connection, planning, improvement, problem-solving, and critique. AI has been in most domains of life for decades

Basically, generative AI is using AI technologies to produce content, rather than simply using AI to search for and retrieve it (Bailey, 2023). whether or not the term AI comes to mind. AI is on the minds of educators with the surge in discussion about generative AI. Basically, generative AI is using AI technologies to produce content, rather than simply using AI to search for and retrieve it (Bailey, 2023).

Similar to asking Google for directions, requesting Alexa to perform a task, or entering writing prompts into a generative AI tool, these technologies require human direction and often elicit humans to have feelings about the outcome or interaction with the technology. For example, the feeling of relief that Google Maps helped avoid a traffic delay, frustration from inconvenience when a piece of software needs to update suddenly, or commonly a feeling of dread or hilarity when speech-to-text autocorrects incorrectly.

Continuing to integrate, or just beginning to integrate, AI into educational practices requires intentionality. It will take human emotion and discourse, all while learners and colleagues grow by learning together, watching the modeling of our emotions, actively sharing think-alouds, thinktanks, and most importantly acknowledging our feelings. That is to say, our disposition surrounding this change, our ability to model for our learners and each other that emotions/feelings are natural and should be experienced (e.g., frustration, joy, perseverance, fear). Further, Frontier (2023) poses the impact of our outlook:

Technologies can produce positive, neutral, and/or negative experience(s), and a key is in how we connect. In this article we discuss how generative AI (such as ChatGPT), and other types of AI, have promising potential for alignments to the ASCD Whole Child Framework tenets. As a tool for teachers, students, and families, we share ideas for deliberate AI use. 10

How do I start and How am I feeling? At the forefront, a guiding question should be focused on how AI supports student learning, builds skills for current and future environments (ISTE, 2023), as well as how AI can aid administrators and educators in their roles. Another overarching question can speak to the process of exploration and change in considering rapidly evolving technology—”How do I feel about it? How can I model that it is okay to be vulnerable in my learning? How can I get started?”

Having a process and valuing ethical and accurate information, crosschecking, and recognizing the importance of using a tool responsibly, helps student learn in a space that is safe while building relevant life skills about generative AI and other AI technology use. Practical Examples As a special education teacher, starting a new school year, I (Marciniak) have utilized generative AI to support my instruction and other responsibilities. The following examples are current and are only a portion of the ways that AI can help support educators. As the natural creativity of educators begins

The first two Whole Child tenets, Safe and Healthy, emphasize the teacher

Surely, I could have come up with an agenda on my own, but by using AI to provide a foundation, I was able to spend more time on adding specificity and gathering resources. and student side of what Sabzalieva, E., and Valentini, A. (2023) discussed as the importance of educators to be “heavily involved in the processes if ChatGPT is to be effective” (p. 6). This is an example of how the human expertise and connection between a community of learners and instructor reinforces the value of connection and models the task of checking output accuracy, having the expertise to verify accuracy is required.

to coalesce with the functions of generative AI, it is certain that we will hear of many more examples. To start, I’ve found ChatGPT immensely helpful for tackling a range of challenges. To beat the end-of-summer blues, I asked for advice and got a thoughtful response with self-care strategies and tips for shifting my mindset to feel motivated. It was strangely salient coming from an 11

Whole Child (cont.) entity without consciousness; nonetheless it gave roughly a dozen specific and helpful strategies from setting meaningful goals to practicing gratitude.

Monitoring learning can be easier thanks to Generative AI. It helped me draft schedules, probes, and rubrics tailored to specific needs while maintaining student anonymity (note: never enter a student’s personal information into tools such as ChatGPT). Regarding reading fluency, writing, math, or comprehension focused, rather than search for existing word lists, problem types, text levels, and comprehension questions that meet the goal criteria, they can be created on demand and nearly instantly. Then I crosschecked the content, edited, and confirmed the generated information to use for my learners, as well as, of course, utilize my district’s resources, guidelines, and professional learning. Thus, I am not supplanting my work, the generative AI tool is a supplemental support.

For collaborating with my new coteacher, I prompted ChatGPT to create a detailed agenda for our first meeting. It outlined discussion topics and conversation starters that set us up for a productive partnership. Just as I was not the first teacher to look into back-toschool blues, I was certainly not the first to create an agenda with a co-teacher. Surely, I could have come up with an agenda on my own, but by using AI to provide a foundation, I was able to spend more time on adding specificity and gathering resources. Turning to instruction, I found myself in a position familiar to many special education teachers; planning for a class with a mix of ages and abilities. This particular class is a self-contained science and social studies class for a small group of 6th-8th graders, a combination I had not encountered before. To build upon my repertoire, I had ChatGPT walk through standards, help with back mapping, suggest lesson pacing, create leveled texts and assessments, and more. This gave me a base to individualize instruction and build upon existing training and resources for my multi-grade special education class.

Overall, ChatGPT has provided practical, student-centered solutions that have helped to make parts of my job easier. It’s like having a virtual teaching assistant to help with planning, collaboration, content creation, and data tracking. I can focus more energy on relationships and instruction knowing ChatGPT can handle some of the first drafts of the busy work. In some ways, the ability to quickly customize materials to each learner’s needs and abilities has made the complexities of special education more accessible, and more impactful for my students. I’m excited to see how else AI 12

will improve teaching practices this year and beyond. Framework(s) By promoting resources, tasks, and/ or tools, AI can help to implement aspects of the Whole Child Framework through careful design, monitoring, and ethical considerations, providing assistance and guidance when needed, promoting intellectual growth by offering tailored learning experiences, as well as supporting educator tasks (as mentioned by co-author Marciniak above). A major caveat to any generative AI tool is understanding that many of them are Large Language Model (LLM) tools, that as of Fall 2023 are “…trained on data sets that are not [specifically] tailored toward children” (ISTE, 2023, p. 3). Therefore, it is even more important to be specific and intentional at this phase of what generative AI can and cannot do.

supported, engaged, and challenged learners (and educators) who may utilize generative AI: 1. Identify the Desired Outcomes. 2. Determine the Appropriate Level of Automation. 3. Ensure Ethical Considerations. 4. Evaluate the Effectiveness. Figure 1. Revised version of the IDEE Theoretical Framework for Using

FIGURE 1

As educators, teams, and learning organizations work to learn about and consider generative AI use, the IDEE framework for using ChatGPT in education by Su and Yang (2023) (see Figure 1) specifies helpful steps. The Whole Child tenets clearly align well with Su and Yang’s IDEE framework to promote and implement healthy, safe,

Generative AI in Education. © Jiahong Su & Weipeng Yang, 2023. Reproduced with permission. Su and Yang (2023). Unlocking the power of ChatGPT: A framework for applying Generative AI in education. ECNU Review of Education. Planning, Purpose, and Next Steps Lastly, consider using Table 1 as a 13

Whole Child (cont.) Table 1. Samples of AI (Reac4ve, Predic4ve, Genera4ve) for Educa4on, Aligned with the ASCD Whole Child Tenets as a Self-assessment Ac4on Planning Tool (Dinaro, Marciniak, & Kwon, October 2023) ASCD Whole Child Tenets with samples of poten6al AI applica6ons

Already doing; What or Already about it is considered and going rejected at this well: 6me—and why:

What opportuni6es for discovery exist, or what gaps are apparent:

Priori6ze possible ac6ons:

Safe: Content Filtering; Parental Controls; Language and Content Analysis (e.g., detect bullying, hate speech, harmful content); Data Privacy; EmoDonal Support (e.g., chatbot SEL Dmely response); Entertainment and CreaDvity (e.g., seEng predeﬁned boundaries); Privacy EducaDon (e.g., never share personal informaDon in a chatbot); Other. Healthy Time Management and Scheduling; EmoDonal Support: (e.g., AI chatbots); Stress ReducDon; Sleep Hygiene Monitoring; Fitness Tracking; Healthy Habits EducaDon (e.g., provide informaDon and Dps on maintaining a healthy lifestyle); Allergen DetecDon (e.g., analyzing ingredient lists in food products, alerDng to potenDal allergens); Emergency Response (e.g., AI-enabled devices detect accidents or falls); Health and Safety Alerts; Other. Supported Personalized Learning Plans; Tutoring and Homework Help (e.g., chatbot, virtual tutor); Study Assistance; Accessibility Tools (e.g., Visual Look Up or Look Out); Language TranslaDon; Early Warning Systems; Career Counseling; AdapDve Feedback; Feedback Analysis; Other. Engaged: Personalized Learning Paths; AdapDve Assessments; InteracDve Content; Instant Feedback; Natural Language Processing (NLP) (e.g., chatbot, personal assistant); RecommendaDon Systems (e.g. self-directed learning); Data VisualizaDon; Language Learning; CollaboraDve Learning; Virtual Reality (e.g., immersive experience); GamiﬁcaDon; Other. Challenged: AdapDve Learning PlaWorms; Enrichment AcDviDes; CompeDDons and Challenges; AI Search and Data Mining; InteracDve SimulaDons; Problem-Solving AI; Programming and Coding Challenges; Other. Authors’ notes 1: ChatGPT. Por6ons of Table 1 column A were generated u6lizing ChatGPT with the generic wri6ng prompt “examples of how AI helps students be [healthy, safe, supported, engaged, challenged]” and then was veOed by the authors who crosschecked, edited, organized the informa6on, and added sample hyperlinks. 2: font colors are used for engagement only, not for conveying visually represented informa6on.

worksheet to identify and provide a frame of reference for self-assessment: (a) what you are already doing, have already considered and rejected at this time, and why, (b) what is going well, (c) what opportunities for discovery exist, (d) what gaps are apparent, and (e) space to prioritize possible actions. Table 1 is not an exhaustive list of AI and Whole Child tenets alignment, nor is it a list of recommendations— each educator, team, and learning organization should be purposeful in the decisions of incorporating AI, including generative AI, into their curriculum and instruction. Therefore, our lists include ideas and search terms to further explore.

observing a colleague using generative AI, and participating in conversations with colleagues about how to address healthy, safe, supported, engaged, and challenged elements of integrating AI into the classroom.

We end with considering the next best step for you or your team. With intentionality via planning and implementation, (a) critical thinking, (b) analysis, and (c) impact can aid in the successful use of AI and successful development of responsible digital citizenship (ISTE Standard 1. 2). Although not specific to the topic of AI, we began with Clifton Taulbert’s message as an exemplar of what educator’s get to do every day— be “ordinary people, who through their daily living, transform lives.” A combination of excellent educators and leaders utilizing technology resources, can transform access for the lives of many learners. Consider starting with exploring the articles in this issue,

Bailey, J. (2023). AI in education. Education Next, 23(4). https:// www.educationnext.org/a-i-ineducation-leap-into-new-eramachine-intelligence-carries-riskschallenges-promises/

References ASCD (2013). Whole child tenets. https:// www.ascd.org/whole-child

Frontier, T. (2023). Taking a transformative approach to AI. ASCD Educational Leadership, 80(9). https:// www.ascd.org/el/articles/taking-atransformative-approach-to-ai ISTE (2023). Bringing AI to school: Tips for school leaders. https://cdn.iste.org/ www-root/2023-07/Bringing_AI_ to_School-2023_07.pdf OpenAI. (2023). ChatGPT August v3.5. https://chat.openai.com/auth/login 15

Whole Child (cont.) Dr. Andrea Dinaro is Professor of Special Education at Concordia University Chicago, is the Chair of the Division of Curriculum, Technology, and Inclusive Education, and Program Leader for special educationrelated doctoral programs. Contact: andrea.dinaro@cuchicago.edu

Prochaska, E. (2023). Embrace the bot: Designing writing assignments in the face of AI. Faculty Focus: Higher Ed Teaching and Learning. https://www. facultyfocus.com/articles/coursedesign-ideas/embrace-the-botdesigning-writing-assignments-inthe-face-of-ai/

Ryan Marciniak is a special education teacher at Maercker School District 60 in Westmont, Illinois, and is currently a doctoral student in the Division of Curriculum, Technology, and Inclusive Education at Concordia University Chicago. Contact: crf_marcinrm@cuchicago.edu

Sabzalieva, E., & Valentini, A. (2023). ChatGPT and artificial intelligence in higher education: Quick start guide. UNESCO. https://eduq.info/xmlui/ handle/11515/38828 Taulbert, C. (2022). Concordia Chicago Free Enterprise Center guest speaker series: Eight habits of the heart for educators. Concordia Univeristy Chicago. October 20, 2022. https:// vimeo.com/762367307/188969e043

Samuel Kwon is a Professor of Educational Technology at Concordia University Chicago, the Assistant Chair of the Division of Curriculum, Technology, and Inclusive Education, and Program Leader for the Educational Technology programs. Contact: samuel.kwon@cuchicago.edu

Whole Child Staying Human in an AI World: A Postdigital Lens for Supporting the Whole Child

Kathryn M. Wozniak

It is critical that we continue to recognize the whole child, the human, in technologyenhanced learning environments. What do people need to know and be able to do to be good citizens and thriving humans? How do people learn? How do we know people are learning? What role does technology play? Educators in the United States continue to ask these fundamental questions, oftentimes while teaching a prescribed curriculum with prescribed standards in classrooms of children with varying prior knowledge, home environments, access to technology, support and resources, and cognitive and social-emotional abilities and needs (Finnan, 2014; Schmoker, 2021). How does an educator teach a common set of standards to such a wide variety of young, growing learners? As AI and big data offer new ways of answering these questions, it is critical that we continue to recognize the whole child, the human, in technology-enhanced learning environments. I propose using a “postdigital” lens as we delve into AI-driven teaching and learning practices to support the Whole Child tenets. 17

Whole Child (cont.) Going Postdigital in Support of the Whole Child As the Common Core initiative has taken hold over the past decade, many schools and districts have come to rely on technology, software, and textbook

learn, and how we know we’re learning well (Knox, 2019). This perspective on education has come to be known as “postdigital.” Postdigital education, while still developing in definition, refers to a movement and framework for looking at

Many people not only feel that standards and standardized testing pose a problem, they feel that automated educational technology systems and automated curricula...dehumanize teaching and learning... technology no longer as a supplement or addition to support learning, but as a permeating force that’s changing our definition of learning itself and the subsequent policies around teaching and education more broadly (Knox, 2019).

publishers that tell educators and leaders what our children and young adults know and don’t know as it relates to the Common Core standards (Goldstein, 2019). Technology companies also now offer recommended or prescribed pathways for learning and claim to be able to help learners overcome deficits and obstacles in their learning journey, usually through the use of an additional tool or software package.

Staying Human in an AI World While postdigital is a fairly recent perspective on education, it does not suggest the elimination of technology or lay blame on technology for all the world’s ills, especially those in education. However, there is an impetus for advocacy in bringing the focus back on the humanness of teaching and learning after a long era of championing technology and downplaying adversity to it. How do we do this while supporting the whole child in an AI and big data world? Here are a few suggestions:

Many people not only feel that standards and standardized testing pose a problem, they feel that automated educational technology systems and automated curricula (even if they appear to be personalized based on science, etc.), dehumanize teaching and learning and take us further away from those questions of how we learn, what we 18

Recognize that we are all complicit in technology’s presence in children’s lives. Convenience and the ideal of equity sometimes distract us from the realities of the dark side of technology, such as data selling, cyberwarfare, social disruption, and addiction. We have a choice. We have will. That’s part of what makes us human. With its main focus on students learning in an environment that is physically and emotionally safe for students and adults, the Whole Child tenet safe mirrors this cornerstone of awareness. Being aware of dangers and risks, while establishing shared responsibility for the well-being of individuals and a classroom community helps to develop responsible digital citizens.

algorithms will help us to answer our questions? We, the humans, have to drive the technology, not vice versa. A way to consider the engaged Whole Child tenet is to imagine or reimagine how technology is presented such that ‘each student is actively engaged in learning and is connected to the school and broader community.’ An emphasis on the humanity and community aspect of technology, particularly generative AI, can help students to influence meaning and change in the world through their use of it rather than being passive consumers. Be intentional about deconstructing, analyzing, and rejecting or pursuing AI and big data tools and assessments for learning and teaching and beyond. I will admit that beautiful, intuitive software and apps make me feel good. There’s something in the software design

Revisit the humanity in education and balance with the metrification and automation of education, learning, and institutional quality (Knox, 2019). The

...an entire field of Learning Analytics seemed to appear overnight. advances in computer processing speed and data storage have led to a belief that the next big breakthrough in society will involve big data and that algorithms and AI will eventually surpass the power of our human brains. This belief is present in education where an entire field of Learning Analytics seemed to appear overnight. But what do we really want to know? And what sort of data and

field called persuasive technology or persuasive design, which, to oversimplify, is the designer’s decisions about features and affordances of apps and software that persuade you to make a decision or behave in a certain way. When I was writing my dissertation in 2013, the term persuasive design was first starting to pop up in academic 19

Whole Child (cont.) journals on marketing and consumer behavior, and I realized that it was encroaching on educational software as well. I began to see hints of psychological control for capital gains, and just a few years later, we started to see true evidence of psychological control happening across the globe via unethical use of data by social media companies and governments.

discourse regarding (post)digitality and participation” (Leibniz, 2022, n.p.). Educators remain optimistic that OpenAI and other tech giants will remain open to working with educators to remain ethical while addressing standards (Dueck, 2023). However, universities and non-profit organizations can pursue similar missions and research questions to keep checks and balances across big tech, government, and educational institutions.

In the end, AI runs on human input which is biased and flawed—before putting it in our children’s hands, we can take the time to analyze the tools. The Whole Child tenet, challenged, presents a main goal that each student is challenged academically and prepared for success in college or further study and for employment and participation in a global environment (ASCD, 2013). When designing for ways that learners can be challenged, we want to weed out the tools and tasks that we cannot predict will be a healthy challenge. Educators can consider teaching how to navigate, problem-solve, and decide what tools to use and how, as well as any associated drawbacks.

Power and money, especially the amount that is wrapped up in technology right now, can too easily influence education as they can with any area in our society; we must be intentional and thoughtful about this now and in the future. If a priority is truly to support and reinforce the health and well-being of each student by addressing the physical, mental, emotional, and social dimensions of health in instruction, a way to align our efforts with the Whole Child tenet, healthy, can be to continue to incorporate alternatives to any activities or assessments that incorporate AI and big data and actively compare the outcomes in terms of learner health (ASCD, 2013). The development of a consistent, ongoing action research agenda about these outcomes would allow us to discover unhealthy results from the use of AI and big data in the classroom in situ rather than after it has already made an unexpected impact.

Establish research agendas that examine “hybrid” pedagogical situations— digital and non-digital. The Leibniz Science Campus for Postdigital Participation (2022) has a “focus on the development of digitally supported forms of participation and on the public 20

Support and celebrate the design of AI-driven curriculum and education policy based on big data while sharing and examining it nationally and globally. It goes without saying that each family unit, school district, township, municipal district, county, and state has its own needs and desires; this is also true when it comes to shaping curriculum and educational policy and enacting transformational change (Frontier, 2023). Understanding and making curricular, instructional, and school improvement decisions based on child and adolescent development and student performance information is one objective of the Whole Child tenet, supported (ASCD, 2013). By involving teacher, student, administration, parents, and community in this process more consistently and broadly, the human voice will be heard more clearly amid the booming voices of AI leaders and big data software developers.

outcomes of technology integration. Educators and policymakers will benefit from setting aside time, funds, and staff to research and carefully manage the integration of these technologies. Starting with a high-level question like “What are the potential impacts of an AI-based activity or tool (or one without it) on safe, engaged, challenged, healthy, and supported areas for the learner?” will undoubtedly lead to crucial conversations and policies—and a positive future for all humans in an AI world.

References ASCD. (2013). Whole child tenets. https:// www.ascd.org/whole-child Dueck, M. (2023, June 17). For educators, ChatGPT poses big questions—and big possibilities. ASCD. https://www.ascd. org/blogs/for-educators-chatgptposes-big-questions-and-bigpossibilities

Examining AI and big data in the classroom with a postdigital lens can help to ensure that we adhere to the Whole Child tenets and remain focused on the human element in learning and learning environments. Looking back at the positive and negative impact that other technologies, such as social media, have made in the last decade, it appears that the postdigital lens is one that should be regularly used to reflect on the potential

Finnan, L. (2014). Common Core and Other State Standards: Superintendents feel optimism, concern and lack of support. AASA, School Superintendents Association. https://eric. ed.gov/?id=ED553304 21

Whole Child (cont.) standards. ASCD. https://www. ascd.org/el/articles/radical-resetthe-case-for-minimalist-literacystandards

Frontier, T. (2021, June 21). Taking a transformative approach to AI. ASCD. https://www.ascd.org/el/articles/ taking-a-transformative-approachto-ai

Kathryn Wozniak, PhD, is an Associate Professor of Educational Technology and Associate Vice President of Strategy and Innovation at Concordia University Chicago. She teaches courses in HumanComputer Interaction, Design for Online Learning, and Educational Technology Leadership. Contact: kathryn.wozniak@ cuchicago.edu

Goldstein, D. (2019, December 6). After 10 years of hopes and setbacks, what happened to the Common Core?. The New York Times. https://www.nytimes. com/2019/12/06/us/common-core. html#:~:text=The%20Common%20 Core%20began%2C%20in,and%20 once%20in%20high%20school Knox, J. (2019). What does the ‘Postdigital’ mean for education? Three critical perspectives on the digital, with implications for educational research and practice. Postdigit Sci Educ 1, 357–370. https://doi.org/10.1007/ s42438-019-00045-y Leibniz-ScienceCampus. (2022). Postdigital participation braunschweig. Leibniz-Institut für Bildungsmedien Georg-EckertInstitut. (2022, September 19). https://www.gei.de/en/institute/ leibniz-gemeinschaft/leibnizsciencecampus-postdigitalparticipation-braunschweig Schmoker, M. (2021, June 2). Radical reset: The case for minimalist literacy

Book Review AI for Educators

Review by Joe Mullikin Click the cover to view on Amazon

evolving world of AI and the education sector. The book takes readers through AI’s exciting possibilities in classrooms and educational institutions. It seamlessly integrates technical concepts with practical examples, making it accessible to educators regardless of their technological expertise.

In an era where technology is reshaping everything from how we live and work to how we teach and learn, Matt Miller’s book AI for Educators emerges as a timely and insightful guide for educators, administrators, and parents alike. As AI (Artificial Intelligence) continues to permeate every aspect of our lives, its potential impact on education can’t be dismissed. Miller’s book explores this transformative journey, offering a comprehensive view of AI’s current role and promising future in education.

Part I: Understanding AI in Education The book’s first section dives into the fundamentals of AI, demystifying complex and unknown terminology for educators. Miller explains machine learning, natural language processing, and data analytics, enabling educators to grasp the core technologies that underpin AI. His clarity

A Comprehensive Overview Matt Miller’s AI for Educators is written to help bridge the gap between the rapidly 23

Book Review (cont.) in explanations and real-world examples make AI accessible even to those without prior knowledge.

Educational administrators play a pivotal role in shaping the future of schools and institutions. In this section, Miller demonstrates how AI can streamline administrative processes, improve resource allocation, and enhance decisionmaking. He discusses AI’s potential in

Part II: AI Tools for Teachers This section provides a treasure trove of actionable insights for educators. Miller

...Miller underscores the importance of data privacy and security in the age of AI, providing valuable guidance on how administrators can navigate these concerns while leveraging AI’s benefits. presents a wide range of AI-powered tools and platforms that can enhance teaching and learning experiences from intelligent tutoring systems that adapt to individual student needs to automated grading and assessment tools that free up teachers’ time. As these technologies continue to advance, they can revolutionize the classroom.

predictive analytics for student retention, automated scheduling, and optimizing school budgets. Furthermore, Miller underscores the importance of data privacy and security in the age of AI, providing valuable guidance on how administrators can navigate these concerns while leveraging AI’s benefits.

A vital feature of this section is the inclusion of case studies from real classrooms, illustrating how teachers have effectively integrated AI tools into their pedagogical practices. These examples hope to inspire educators to explore and experiment with AI in their teaching environments.

Part IV: The Future of AI in Education The book’s final section paints a compelling picture of what education could look like in the not-so-distant future. Miller explores emerging trends like AI-driven personalized learning pathways, virtual reality classrooms, and AI-powered chatbots for student support. He invites readers to envision a future where AI is seamlessly integrated

Part III: AI for Administrative Efficiency 24

3. Collaborate and Share: Engage with fellow educators to share insights and experiences with AI in education. Collaboration can lead to innovative approaches and best practices for implementing AI tools effectively.

into education, creating more equitable and effective learning environments. While AI continues to advance at a nearexponential rate, the reality is that much of what is publicly available right now has the potential to transform the way we “do school.” Not only does it have the potential to transform the way we do school, but it’s already transforming how we consume information. While we may not like to admit it, many of us are walking around with a small AI device in our pockets, ready to help guide us toward what we want to hear, buy, or see. Below are recommendations for teachers, administrators, and parents based on Miller’s book, written by the one and only ChatGPT.

4. Monitor Student Progress: Utilize AIpowered analytics to gain insights into individual student performance. This data can inform your teaching strategies and help identify areas where students may need additional support. Recommendations for Administrators

Recommendations for Teachers

1. Invest in Professional Development: Provide opportunities and resources for educators to learn about AI and its applications in education. Wellinformed teachers are more likely to leverage AI effectively in the classroom.

1. Embrace Lifelong Learning: As AI continues to evolve, teachers should adopt a growth mindset and stay open to learning about new AI tools and technologies. Continual professional development is key to harnessing AI’s potential in the classroom.

2. Foster a Culture of Innovation: Create an environment where educators are encouraged to experiment with AI tools and share their successes and challenges. Recognize and reward innovative approaches to teaching and learning.

2. Start Small: Begin by exploring AI tools that align with your teaching goals and gradually incorporate them into your lessons. Experimentation and adaptation are essential as you integrate AI into your teaching practices.

3. Prioritize Data Privacy: Implement robust data privacy and security protocols to protect sensitive student information when using AI tools. Ensure compliance with relevant regulations such as GDPR or FERPA. 25

4. Plan for Scalability: When adopting AI solutions, consider how they can be scaled across the institution. A strategic approach to AI implementation can yield cost savings and improved outcomes.

resource for anyone interested in the intersection of AI and education. It provides a comprehensive understanding of AI’s potential and practical applications in education. For teachers, administrators, and parents, this book serves as a roadmap to navigate the evolving landscape of AI in education.

Recommendations for Parents 1. Stay Informed: Keep abreast of developments in AI and its impact on education. Understand the AI tools and platforms your child’s school may be using.

As we move forward, the key takeaway from this book is the need for a collaborative and informed approach. Teachers must be proactive in their professional development, administrators should lead with vision and adaptability, and parents should be engaged and supportive. With AI as a tool, not a replacement, we can collectively shape a personalized, efficient, and equitable future of education. Miller’s book is an essential guide on this transformative journey.

2. Encourage Digital Literacy: Help your child develop critical thinking skills and digital literacy, which are essential in navigating the digital world, including AI-powered content and platforms. 3. Open Communication: Maintain open communication with your child’s teachers and school administrators. Seek information about how AI is being used to support your child’s learning and well-being.

Dr. Joe Mullikin is an award-winning educator, leader, speaker, and author. He currently serves as the Assistant Superintendent in Meridian CUSD #223 and is the incoming Superintendent beginning in the 2024-2025 school year. Dr. Mullikin’s passion for education and student success has been demonstrated in his work within the Meridian school district over the past decade.

4. Balance Screen Time: While AI can enhance learning, ensure your child maintains a healthy balance between screen time and other activities. Encourage offline interactions and physical activity. Conclusion Matt Miller’s AI for Educators is a valuable 26

Resource Corner USING AI TO HELP ORGANIZE LESSON PLANS Artificial intelligence tools like ChatGPT can help educators find activities that are set up to teach designated skills. READ MORE...

AI IN EDUCATION One challenge is that, after using search engines for years, people have been preconditioned to phrase questions in a certain way. A search engine is something like a helpful librarian who takes a specific question and points you to the most relevant sources for possible answers. The search engine (or librarian) doesn’t create anything new but efficiently retrieves what’s already there. Generative AI is more akin to a competent intern. You give a generative AI tool instructions through prompts, as you would to an intern, asking it to complete a task and produce a product. READ MORE...

REVOLUTIONIZING EDUCATION: THE IMPACT OF ARTIFICIAL INTELLIGENCE This revolution is an all-encompassing digital transformation, fueled by AI, that’s set to redefine how we teach, learn, and progress our world-leading minds. READ MORE... 27

Resource Corner (cont.)

UNESCO AI AND EDUCATION GUIDANCE FOR POLICY MAKERS This publication, Artificial Intelligence and Education: Guidance for Policymakers, will be of interest to practitioners and professionals in the policy-making and education communities. It aims to generate a shared understanding of the opportunities and challenges that AI offers for education, as well as its implications for the core competencies needed in the AI era. READ MORE...

Click to View Other UNESCO AI Documents

AI CAN MAKE EDUCATION MORE PERSONAL (YES, REALLY) Frequent, trustworthy feedback to teachers helps them interact more with students READ MORE...

BEYOND CHATGPT: THE OTHER AI TOOLS TEACHERS ARE USING Other generative AI tools teachers are using to help them with their work. READ MORE... 28

ITEMS FROM THE US DEPARTMENT OF EDUCATION: NEW REPORT - ARTIFICIAL INTELLIGENCE AND THE FUTURE OF TEACHING AND LEARNING

The report describes AI as a rapidly-advancing set of technologies for recognizing patterns in data and automating actions, and guides educators in understanding what these emerging technologies can do to advance educational goals—while evaluating and limiting key risks. READ MORE...

The U.S. Department of Education and Experts Discuss “AI and the Future of Teaching and Learning” WATCH THE WEBINAR...

View More AI Videos and Read the Office of EdTech blog posts!

Resource Corner (cont.)

AI: NATURAL MISUSE As beneficial as AI can be, it also comes with challenges and the potential for misuse. WATCH THE VIDEO...

View More Control Alt Achieve AI Resources & Information!

PD VIDEOS READY TO USE Need PD for Staff? Want Rich Content? Need Plug and Play? Topics: Bilingual Answers Student Engagement Conversations in ELA Classrooms Data Based DecisionMaking 45 - 60 minute video sessions that: Inform Promote discussion Are ready to use - Tomorrow

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Article Identifying Artificial Intelligence-Generated Work

Steve Baule

The possibilities and pitfalls surrounding the use of generative artificial intelligence (AI) as embodied by ChatGPT, Bard, and Bing Chat have many K-12 teachers collectively stressed about these emerging tools and their potential impact on instruction. A 2023 Intelligent.com poll showed that 30% of college students used ChatGPT or another generative AI tool to complete coursework during the 2022-2023 school year. Seventy-eight percent of those ChatGPT users would recommend AI tools to other students (Intelligent.com, 2023). According to Heikkila (2022), the “magic and the danger” of large language models, is that they have “a delusion of correctness.” The intelligent agent puts words and phrases together in a theoretically correct order, but the AI tool does not have any idea if the information is accurate. Generative AI tools justify the adage that given an infinite amount of time, a monkey with a typewriter could produce all of Shakespeare’s works. Such inaccurate information from a generative AI tool is sometimes called a hallucination. However, some data scientists prefer confabulation, as the term hallucination anthropomorphizes the AI tools (Edwards, 2023). 32

text tends not to include typos and such errors that make our writing human are often a sign that the submission was created by a human.

Unfortunately, there is no definitive way to identify text as generated by AI, and some of the early tools offered to do such have either been shown to be only somewhat effective (Flugum & Baule, 2023) or have been withdrawn from public use as not meeting their developer’s standards (Gluska, 2023). OpenAI has announced it is developing an AI watermark to identify text that was machine-generated. However, it is not clear how effective that might be or what the cost of encryption keys might be (Wiggers, 2022).

Lack of personal experiences or generalized examples is another potential key to the writing being machine-written. For instance, “my family went to the park on the bus” is more likely to be AIgenerated than “Dad, Ann, and Brian went to White Pines Park to hunt.” AI-generated text is based on looking for patterns in large samples of text. Therefore, common words such as the, it, and is are more likely to be represented in such documents. Common phrases are also more likely to be represented in machine-generated text. AI tools are not likely to generate mixed text including foreign phrases, although ChatGPT is able to generate responses in more than 95 languages (Choudhury, 2023).

A range of free or freemium AI detectors are available to teachers, including CopyLeaks, ZeroGPT, and Crossplag’s AI Content Detector but most will note it is important to consider the results in conjunction with a conversation with the student involved. Simply asking a student to explain a questionable, complex, or confusing portion of a submission can be as effective, if not more so, than any of the current AI detectors. To make matters worse, future versions of generative AI tools are expected to be more effective in modeling an individual student’s previous work and writing styles.

Instructors should look for unusual or complex phrases that a student would not normally employ. A high school student speaking of a lacuna in his school records might be a sign the paper was AI-generated. However, AI is similarly less likely to use lacuna than a break in his records. AI-derived materials tend to be uniform in sentence structure as well. All seven to eight-word simple sentences or all compound sentences for instance.

Instructors at all levels should consider the following criteria to help them determine whether text-based submissions were potentially AI-generated. One of the key items to look for is typos. AI-generated 33

Identifying AI-Generated Work (cont.) Current generative AI tends to be based on training materials developed no later than 2021. So, text that references 2022 or more recent events, etc. is less likely to be AI-generated. Of course, this will continue to change as AI engines are improved. The reader may note

It is important to remember that some generative AI tools can be asked to write at a specific level. AI tools generally lack the inconsistency of humans. Inconsistent styles, tone, or tense changes may be a sign of AI-derived materials.

In both cases below, the journals exist, but the article titles do not. Inaccurate citations are often common in AI-generated papers. The format is correct, but the author, title, and journal information were simply thrown together and do not represent an actual article. For instance, when asked to “please generate four APA formatted citations for journal articles on the elementary principalship,” Bard returned these two items along with two more articles that were never written. In both cases below, the journals exist, but the article titles do not.

that one of the confabulated articles does include a 2022 date. Sadly, there are no absolutes on how to determine machine-generated text. Teachers need to figure out the ways in which they can harness generative technology to support learning or identify ways to exclude generative tools from being used for assignment development. Currently, using generative AI is not generally considered plagiarism. Some educators are suggesting that teachers include a note about the level of allowability of using AI generative tools within the course. That would provide support for the potential discipline of students for submitting machinegenerated text.

1. Price, S., & Jones, J. (2022). The challenges and opportunities of leading an elementary school in the 21st century. Principal Leadership, 22(5), 34-37. 2. Richards, S., & Smith, M. (2021). The impact of the elementary principal on school climate. Journal of School Leadership, 31(6), 781-802. (Google, 2023).

It will be important for educators to push assignments higher up Bloom’s Taxonomy to encourage more critical thinking skills. Students are less likely to 34

be able to use generative AI effectively to complete assignments requiring critical

class for each assignment. This oral exam method might go far in encouraging

This oral exam method might go far in encouraging students to be prepared to defend their own work and not rely on AI. analysis. Generative AI is simply the first wave of the emergence of AI tools. Budhai (2023) mentions that PowerPoint, Google Slides, and other common classroom tools already have embedded AI tools within them. More robust tools will be emerging soon. Pushing back against the use of generative AI might be a bit like pushing against the use of calculators in the 1980s.

students to be prepared to defend their own work and not rely on AI.

References Budhai, S. S. (2023, August 28). Developing AI pedagogical practices. Tech&Learning. https://www. techlearning.com/news/developingai-pedagogical-practices.

This article is not intended to suggest instructors do not use AI detection software, but to be aware of the limitations of such tools. For instance, one effective method for using Turnitin, or another plagiarism tool, has been to encourage students to review the results themselves so they can learn what such software looks for. In the end, like in any other student issue, speaking with the student is the best way to determine if the student is submitting their own work or that of a machine. One potential method would be to randomly ask one or two students to orally explain how they developed their submission for the

Choudhury, S. (2023, July 3). Languages supported by ChatGPT and how to use it in other languages. MyLearning. com. https://www.mlyearning.org/ languages-supported-by-chatgpt/. Edwards, B. (2023, April 6). Why ChatGPT and Bing Chat are so good at making things up. Ars Technica. https://arstechnica.com/ information-technology/2023/04/ why-ai-chatbots-are-theultimate-bs-machines-and-howpeople-hope-to-fix-them/. 35

Identifying AI-Generated Work (cont.) Wiggers, K. (2022, December 10). OpenAI’s attempts to watermark AI text hit limits. TechCrunch. https:// techcrunch.com/2022/12/10/ openais-attempts-to-watermark-aitext-hit-limits/.

Flugum, M. & Baule, S. (2023, June 29). We gave AI detectors a try – here’s what we found. eCampusNews. https://www.ecampusnews.com/ teaching-learning/2023/06/29/ we-gave-ai-detectors-a-try-hereswhat-we-found/. Gluska, J. (2023, July 23). OpenAI discontinues AI detector after citing low accuracy rates. Gold Penguin. https:// goldpenguin.org/blog/openaidiscontinues-ai-detector/.

Dr. Steve Baule is a faculty member at Winona State University where he chairs the leadership education department and directs the doctoral program in education. Prior to joining WSU, Baule spent 28 years in K-12 school systems. He has written ten books on a variety of educational and historical topics. He holds doctorates in instructional technology and educational leadership and policy studies. Baule’s scholarly interests focus on online student engagement and mental health, educational technology, and educational administration.

Google. (2023, August 28). Bard. [large language model]. https://bard. google.com/. Heikkila, M. (2022, December 19). How to spot AI-generated text. MIT Technology Review. https:// www.technologyreview. com/2022/12/19/1065596/how-tospot-ai-generated-text/. Intelligent.com (2023, June 9). One-third of college students used ChatGPT for schoolwork during the 202223 academic year. https://www. intelligent.com/one-third-ofcollege-students-used-chatgpt-forschoolwork-during-the-2022-23academic-year/.

Article Using Ai to Support Mathematical Thinking and Persistence

Evan M. Glazer

Introduction I remember sitting in a seminar at the National Center for Supercomputing Applications in 1994 when I was introduced to Mosaic, one of the early apps that provided a graphical interface to access the World Wide Web. Finally, educators could easily access more content and material for use in the classroom and have a greater ability to keep up with developments in their discipline on their own computers. At the time, a range of anxiety and fear grounded in what may possibly go wrong crept into the minds of many educators: 1. Students may share papers and tests and then may misrepresent their work 2. Incorrect information may get posted and students may carry forward misperceptions 3. Students may start questioning the relevance of learning facts and formulas To mitigate these digital risks, some educators took a hard stance that students should not use the Internet to support their learning. However, that sentiment lasted for a limited time as the Internet became more 37

Using AI to Support Mathematical Thinking (cont.) integrated into our lives and connected technologies were readily available by way of apps on our smartphones. It was indisputable that the Internet was here to stay, and we needed to teach students the importance of information literacy and ethical consumption of content.

a textbook. Students seek affirmation that the work they are doing leads to an accurate outcome so they can make corrections when they are making mistakes, and in turn, perform better on their exams (Dunlosky et al, 2005). When working independently, students may not be able to understand their mistakes, and that provides a great reason to ask ChatGPT to solve a problem for them and make sense of the solution. There is incredible value to reading a solution because students still need to decipher the mathematical and language logic between steps. Further, sometimes the solution may appear different from the way their teacher may solve it, so the student needs to articulate why those steps in the solution work. Explaining the steps of a correct mathematical solution contributes to a deeper understanding (Barbieri et al, 2023).

Nearly 30 years later, a major breakthrough of an AI engine, such as ChatGPT, has education circles buzzing. Now students can pose questions and obtain answers with explanations, including complete term papers and solutions to problems with complete analysis. The information on the Internet is no longer static, but rather constructed by synthesizing information from many different websites. Once again, fear strikes around how the emerging technology introduces potential problems, and this time AI can construct new ideas from scratch. As part of helping students use the tool responsibly, educators need to model how ChatGPT can be used to support their learning. In this article, I explore how mathematics educators can incorporate different ChatGPT using prompts that aim to support students’ thinking and development.

When students make errors, they should also have opportunities for more practice in various forms to ensure they have learned from their mistakes (Kanive et al, 2014). A student can ask ChatGPT to give them specific problems. For example, “Give me a practice problem with a quadratic equation that requires factoring” will produce an example, and then the student can ask for the answer. Fortunately, if you ask the question again, you will get a different problem

Additional Practice and Explanation When I first began teaching, I was puzzled as to why there were answers to only the odd-numbered problems in 38

maintain that cognitive load. What I have learned is that the prompt entered into ChatGPT really matters. Rather than just entering a problem to solve, students should start with, “Give me a hint…” as a preamble to the question, and the return will be a tip to get started. In some cases, they may need to be more explicit with “Give me a hint, but do not solve, …” The value to teaching students this approach is to help them realize that hints support their thinking, but don’t take it over. By practicing this prompt, students may become more resilient in their problemsolving than to say they don’t know how to do it. Hints provide additional cognitive scaffolding that allows students to exercise their brains. They should persist in working until they don’t need a hint of a similar problem.

to try. Some educators may be worried that students will not get questions aligned with their learning objectives, so I recommend trying out different prompts that will create better clarity for students who desire more practice to affirm their understanding. Asking for Hints, Not Solutions A natural concern in using ChatGPT will be that the AI engine will solve problems for the students without giving them a chance to think through the problem. As educators, we want students to develop mathematical reasoning skills through their problem-solving, and that often requires struggling and testing different approaches—working to be resilient when they are stuck. That academic perseverance can lead to moderate gains in academic performance (Farrington et al, 2012). However, students can become frustrated if a problem is too difficult and they do not have a support system to keep them going. Inside the classroom, a student may turn to a peer for an explanation or a teacher may ask a probing question to help the student think about the problem differently.

Evaluating Inaccurate Solutions and Misconceptions It’s helpful for students to learn when technology has limitations, and in mathematics, to know how to tackle an imperfect solution and find ways to correct it (Lischka et al, 2018). For example, solving √5x-4 = x-2 on ChatGPT will yield an extraneous solution of x = 1. A teacher can ask students to explain why that answer would not make sense. In this case, when solving the problem, while x = 1 can be deduced in the solution, the answer doesn’t accurately apply when substituting back into the

The key to keeping the student engaged is to challenge them within their cognitive reach. Outside the classroom, students often rely on their technology tools for support, and we want them to use them responsibly in a way where they 39

Using AI to Support Mathematical Thinking (cont.) more self-reliant in their problem-solving. In many classrooms, students work on problems to check their understanding and develop deeper comprehension through additional practice, hints, and evaluating misunderstandings. This is a good place to start that encourages learning with an AI engine rather than from the AI engine. In doing so, students begin to develop better habits about when and how to use AI as part of their learning experience. Additionally, cognitive tutors currently in development, such as Khanmigo, are another mechanism where AI can be used to coach students with thinking prompts to persist in their problemsolving (Khan Academy, 2023). Certainly, we need to study further the effect of these approaches with an AI engine on improved student understanding.

original problem because √5(1)-4 ≠ 1-2. At the time of this publication, there are other incorrect mathematical derivations on ChatGPT, such as factoring x3-x2+2x-8, which shows incorrectly as (x-2)(x+2) (x-1). Interestingly, part of the analysis in ChatGPT is correct, however, the reasoning does not carry through to the answer. We can presume the AI engine will improve over time, and for now, it is a great exercise to ask students to find and explain the occasional error. Dissecting a solution and spotting an incorrect move involves considerable analysis, and can improve problemsolving ability (Barbieri & Booth, 2020). Further, educators often like to point out where students make common errors so they will avoid them, such as (a+b)2 ≠ a2+b2. ChatGPT can help in this regard through the prompt, “What is a common mistake for…” Asking this question can spark a meaningful classroom discussion about why humans make certain mistakes and computers others. Ultimately comparing and contrasting misconceptions can be a meaningful learning exercise to avoid making common mistakes and formulate correct mathematical reasoning.

In addition to these techniques, there are more opportunities for learning mathematics with an AI engine, particularly for inquiry and investigation. ChatGPT can generate data sets and offer research projects for specific mathematics subjects. What I find compelling for classroom investigation and discussion is the AI engine will produce new project suggestions and new data sets even when using the same prompt, which in turn can make the learning experience more personalized for each student.

Conclusion The techniques offered in this article aim to support learning mathematics, particularly preparing students to be 40

Barbieri, C. A. & Booth, J. L. (2020). Mistakes on display: Incorrect examples refine equation solving and algebraic feature knowledge. Applied Cognitive Psychology, 34(4), 862-878.

Introducing Khanmigo (video). Khan Academy. Accessed September 9, 2023. https:// support.khanacademy. org/hc/en-us/community/ posts/13992414612877Introducing-Khanmigo-.

Barbieri, C. A., Miller-Cotto, D., Clerjuste, S. N., & Chawla, K. (2023). A Meta-analysis of the Worked Examples Effect on Mathematics Performance. Educational Psychology Review, 35(1), 11.

Lischka, A. & Gerstenschlager, N., Stephens, D., Barlow, A., & Strayer, J. (2018). Making Room for Inspecting Mistakes. The Mathematics Teacher, 111(6), pp. 432-439

References

Dunlosky, J., Hertzog, C., Kennedy, M., & Thiede, K. (2005). The self-monitoring approach for effective learning. Cognitive Technology, 9(1),pp. 4-11.

Evan Glazer is President of the Illinois Mathematics and Science Academy. He is a career mathematics educator and enjoys exploring how technology can be used to support cognition, stimulate inquiry-based learning, and provide access to opportunity through a lens of equity. He has a PhD in Instructional Technology and has written the book Using Internet Primary Sources to Teach Critical Thinking in Mathematics.

Farrington, C. A., Roderick. M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University Consortium on Chicago School Research. Kanive, R., Nelson, P. M., Burns, M. K., & Ysseldyke, J. (2014). Comparison of the effects of computerbased practice and conceptual understanding interventions on mathematics fact retention and generalization. The Journal of Educational Research, 107(2), 83–89. 41

Article Have a Little Faith: Teaching in the World of AI

Lauren Katzman

In the Spring of 2023, as news about AI was spreading throughout the education world, I heard many fears, particularly from English teachers: Students are just going to copy and paste their essays. They won’t do homework anymore. We are going to have to go back to doing assessments with paper and pencil. No one will learn to write. Our jobs as teachers are going to become obsolete. These statements, and those like them, were a reaction that assumed that students would resort to the path of least resistance when completing assignments. However, even prior to AI, we have had students who made choices that they feel are the easy way out when it comes to assessments. And yes, many statements about us not being able to teach as we have always done are true. However, I believe that if we have honest conversations with our students, a majority of them will choose to put effort in and will choose to learn. Towards the end of the school year, our English Department, in collaboration with our building principal and District Director of Innovation and Assessment, created a presentation on academic integrity. While one of the goals was to address the many questions surrounding AI, we knew that we already had instances 42

meaning of the word integrity along with sharing thoughts about whether it was connected to the words “integral”

where students were not displaying academic integrity, and we wanted to start the year by talking about it with

They pointed out the lack of quotes and citations, showed how the structure does not fit the writing that we usually do in our classes, and complained about the lack of voice, all of which they felt made it a very plain and boring essay. They weren’t impressed. students to create shared expectations. We included information on what academic integrity means and why it is important along with examples and non-examples of academic integrity. We then explained what artificial intelligence is, why using it in specific ways doesn’t meet the goal of helping them learn, and included examples of ways they could use AI in each content area that would still uphold their academic integrity.

and “integer.” The conversation really took off when I explained what AI is and asked if any of them had used ChatGPT. To my surprise, only one student out of the twenty-one had. While ChatGPT had already been available for almost 8 months, and for all of the Spring semester of their junior year, the students did not make the choice to use it. So, I opened up ChatGPT and projected the screen while typing in a prompt that they had written about the year before: the symbolism of the green light in The Great Gatsby. Students were amazed as they watched the program quickly type out each line of the essay; it was writing faster than they could read. But when we looked closer at what the program wrote, they started to point out reasons why this essay wouldn’t meet our expectations of proficient writing, and they were incredibly thoughtful. They pointed out

When I went to give the presentation to my senior Composition students at the end of the first week of school, I expected that students would listen politely, or pretend to listen, and that it would probably take a total of 10-15 minutes. But I was completely wrong. My students showed that I had underestimated them. Right from the beginning, they wanted to engage in the conversation. They asked about the 43

Have a Little Faith (cont.) the lack of quotes and citations, showed how the structure does not fit the writing that we usually do in our classes, and complained about the lack of voice, all of which they felt made it a very plain and boring essay. They weren’t impressed.

minutes of class, the students came to the conclusion that AI could definitely help them in many ways, but they need to use their own minds and voices, and if they had questions about if they should use AI in a specific way, they would just ask.

But the students did not stop there. They questioned whether the program had any biases, so we asked it about

I was so proud of my students for being able to see that using AI was not a way to breeze through assignments and classes,

...given the space to have the conversation and the time to evaluate the output, they were more than willing to engage and point out the flaws of depending on AI to complete assignments. and the conversation led me to a few conclusions about teaching in our new AIinfused reality.

several “hot-button” issues to see what information it would give us about issues such as COVID-19 and abortion. None of the students were interested in debating these subjects but just wanted to see if the AI itself would show both sides of an argument equally. They were fascinated, and they broadened the discussion to talk about how bias shows up in multiple types of sources and texts.

Learning opportunities are crucial. We have to provide learning opportunities for both staff and students. Without proper time to learn and explore the tools that are available, teachers cannot possibly help the students in their classrooms. Professional development needs to let teachers engage and explore; we also need to start shaping our philosophies about what “appropriate use of AI” is so that we can create shared expectations. Those expectations then need to be shared with students and parents. We have an obligation to teach them how to use it

The discussion was beyond what I expected from them. However, given the space to have the conversation and the time to evaluate the output, they were more than willing to engage and point out the flaws of depending on AI to complete assignments. At the end of the period, because it did take the full forty 44

and how to use it appropriately as it will be a skill that they use in their lives. And as AI keeps changing, we have to be open to keep learning and sharing our learning, providing opportunities for exploration. We can’t expect students to know how and when to use it properly if we can’t or don’t teach them.

that make us human. So the process may change, yes. However, the need to teach the Common Core State Standards, which include writing, is still very much a need for our students, and they need their teachers to help them learn the writing process no matter how that process changes as technology advances.

Process must be as important as product. When writing, we need to focus on strategies such as writing workshops where we guide students along during the writing process and provide feedback, seeing multiple drafts, so that students who are short of time or who are struggling don’t use AI in moments of confusion or desperation.

We need to have faith in our students and ourselves. Instead of banning AI and returning to paper and pencil, we have to trust that our students are learning with us. We have to trust that, with our help, they will still be invested in their learning and will use AI in appropriate ways. And when they “mess up,” we must have honest conversations and allow them to try again. We need to let them surprise us with their thoughtfulness, curiosity, and creativity. If they don’t yet have the skills

Matt Miller from Ditch That Textbook calls this change in our thinking using our “tomorrow glasses” (Miller, 2023).

“not only does [AI] make mistakes, but it will cover its gaps in knowledge by making things up” (Greene, 2022). As we guide students, we need to be asking ourselves what our students need to know about the process of creating communication that will be important to their futures. The act of writing will not become obsolete because we as humans will always crave a way to communicate with each other; it is one of the things

they need to meet our expectations on their own, we have to remind ourselves that we are teachers, and they just can’t or haven’t done it yet, and then we help them keep trying. We also need to have faith in our abilities and roles as educators. We know that 45

Have a Little Faith (cont.) References

“not only does [AI] make mistakes, but it will cover its gaps in knowledge by making things up” (Greene, 2022). ChatGPT does have gaps; for instance, it only has access to information up to 2021. Aside from a wealth of skills and knowledge gained each day that we teach and interact with students, “Bringing AI to Schools: Tips for School Leaders” (2023) reminds us that we also have “emotions, consciousness, [and] inherent ethical judgment” which AI does not and presumably, will not have in the near future. Our interactions with students help them develop the socialemotional skills that they will need to have successful relationships, decisionmaking, and careers. No technology can bring the humanity to teaching that a live teacher can.

Bringing AI To School: Tips for School Leaders. (2023). International Society for Technology in Education. https:// cdn.iste.org/www-root/2023-07/ Bringing_AI_to_School-2023_07.pdf Greene, P. (2022, December 11). No, ChatGPT Is Not The End Of High School English. But Here’s The Useful Tool It Offers Teachers. Forbes. https://www.forbes.com/ sites/petergreene/2022/12/11/ no-chatgpt-is-not-the-endof-high-school-english-butheres-the-useful-tool-it-offersteachers/?sh=57a84bc91437 Miller, M. (2023). AI for Educators. Ditch That Textbook. https:// ditchthattextbook.com

Artificial intelligence may change certain aspects of education but have a little faith. Have faith in your ability to reach and teach students. Have faith in the students’ ability and desire to learn. Have faith, because that is something that AI will never be able to do for you.

Dr. Lauren Katzman is a high school English teacher and Literacy and Performing Arts Division Head at Lake Zurich High School in Lake Zurich, Illinois. lauren.katzman@lz95.org.

Article Navigating the Ethical Frontier: AI in Education and the Path to Responsible Innovation Micah Miner

Introduction Artificial intelligence will have a transformative impact on education. As we stand at the beginning of this generative AI revolution in education, the decisions we make today will echo into the future. The transformative potential of Artificial Intelligence (AI) in our classrooms is both thrilling and sobering. While AI has the power to revolutionize personalized learning, administrative efficiency, more effective lesson planning, targeted and more personalized content for student learning, and even educational equality, it brings along a host of ethical considerations that we can’t afford to ignore. This article serves as a reference guide through this ethical labyrinth, pointing out the imperatives we must adhere to and the roadmap that can guide us toward harnessing AI for a more human-centered education that leads to more responsible, human-centered innovation and a brighter future for our world. Protecting Privacy in an AI-Driven World AI systems thrive on data—the more, the better. But there lies a risk: the potential over-collection and misuse of student data. Districts need to take the lead in setting 47

Navigating the Ethical Frontier (cont.)

with the state and the Illinois Student Data Privacy Consortium (IL SDPC) so that districts can access and safely use these generative AI tools in line with state and federal laws or other similar legislation in your state.

stringent data governance protocols. To mitigate this, schools should follow both federal and state guidelines, such as the Student Online Personal Protection Act (SOPPA) in Illinois. A district-led dedicated team should be tasked with vetting AI providers, focusing on their data collection and storage practices. Transparency is crucial. Schools should only collaborate with companies that adhere to responsible data pledges like the Student Privacy Pledge co-developed by the Future of Privacy Forum, and work

Equitable Access and Mitigating Bias As AI tools become more prevalent, ensuring equitable access to these technologies is paramount. The algorithms behind these tools can inadvertently perpetuate existing 48

The algorithms behind these tools can inadvertently perpetuate existing societal biases related to race, gender, and socioeconomic status. societal biases related to race, gender, and socioeconomic status. Schools must regularly assess the use of AI tools and their impact on student learning to ensure they are accessible and equitable across different student demographics.

groups. Does personalized content reflect diverse cultural experiences? Are recommendations free from inherent racial, gender, or other biases? Observing AI interactions and outputs across demographics reveals glaring inequities.

We must ensure AI does not perpetuate bias or exclusion. Educational leaders as well as teachers should carefully evaluate whether AI systems improve outcomes equally across student demographics. Adopt AI transparently, allowing ongoing scrutiny by third parties. Seek diverse input to uncover potential issues before they arise. AI should empower all students equitably. Different Lenses, Different Insights As AI becomes integral to education, the responsibility is on schools to ensure equal access and fair treatment for all students, regardless of socioeconomic status, race, gender, or disability. Tasking AI to make high-stakes decisions affecting students presents risks if biases make their way into the algorithms.

Districts should adopt AI transparently, allowing ongoing scrutiny of its functioning. To truly grasp the ethical intricacies of AI, teachers must tap into a rich tapestry of perspectives— students, parents, colleagues, and even the broader community. Why? Because different lenses bring different insights. Students and their families can offer invaluable feedback on which AI tools make them feel empowered versus those that feel intrusive. Your fellow educators may see potential pitfalls or unintended consequences that might not be immediately obvious. And let’s not forget the community at large, who often represent a chorus of voices that may not be directly heard within the four walls of a school but whose concerns are equally important.

School leaders must meticulously assess whether AI tools improve outcomes equitably across student

Ethical Guidelines for AI Use in Education: Revisiting Academic Integrity in the Age of AI 49

Navigating the Ethical Frontier (cont.) how AI tools can be used for educational purposes. To get you started, consider these three foundational pillars for your AI policies:

Before we delve into policy specifics, it’s important to pause and reflect on how AI transforms our understanding of academic integrity. The AI age requires us to recalibrate our norms around originality, creativity, and what constitutes academic dishonesty. When a student uses AI to craft an essay or a poem, we’re prompted to ask: What does it mean to be original in a world augmented by AI?

1. Academic Integrity Guidelines 2. Acceptable Use Policy (AUP) 3. AI Literacy Curriculum Student Safeguards and Academic Integrity District and school leaders as well as teachers need to be updating their Academic integrity policies and acceptable use policies (see Tables 1 and 2 on the following page). We must be explicit about how and when students

Crafting Balanced and Inclusive Policies The first step in ethical AI use is defining what that means in an educational context. Ethical AI, in this sense, means

...AI writing detector tools right now are not reliable, so tread with caution and have multiple measures before accusations are raised. should be able to use generative AI tools. It is important for students to be able to learn how to use them, but it does not remove them from accountability for completing assignments using these tools without explicit permission from the teacher. Define AI tools for your classroom/school/district, provide times for students to learn how to use these tools, teach them how to reference when they use it, and have an instructive disciplinary response for when they violate it; but be careful on that, because

employing AI as a supportive tool for human decisions, not a replacement. It involves the commitment to principles of privacy, fairness, and security. But more importantly, it means avoiding biases and not depending solely on technological solutions. Academic Integrity Re-Defined: A Practical Guide Here’s where the theories of ethical AI practices meet reality. Schools need to set up clear-cut guidelines that dictate 50

Table 1: Academic Integrity Policy

Table 2: Acceptable Use Policy (AUP)

fabrication of work, but opportunities should be given to students at the right ages with the right guardrails and compliant with state and federal laws to access generative AI tools with teacher supervision since it will be an important part of their academic, career, and personal futures.

AI writing detector tools right now are not reliable, so tread with caution and have multiple measures before accusations are raised. In other words, the inappropriate use of generative AI tools like ChatGPT, Google Bard, Claude, or Microsoft Bing to complete assignments and assessments cannot be used without the student being transparent about their use, and the teacher allowed it as part of the assignment or assessment process. Academic integrity policies should be updated to define AI plagiarism and

Teachers need support in detecting AI cheating but understand the limits of current technology. Districts can provide tools like ZeropGPT or training in text analysis, however, these AI detection tools have limited success and can 51

Navigating the Ethical Frontier (cont.) be biased against English Learners (Najarro, 2023; Sample, 2023), Autistic students, and other neurodiverse student populations (Pollina, 2023). Setting boundaries while promoting ethical AI use is key, and understanding the limitations of generative AI, and generative AI detectors is just as important. If we don’t, we will cause harm by

these guidelines to suit their unique needs and contexts. The Need for AI Literacy Understanding AI’s capabilities and limitations is crucial (See Table 3 below). Schools need to incorporate AI lessons as they have with coding so that AI is demystified. It also supplies a training

The principles of Machine Learning, Large Language Models, and other important AI principles need to be taught to help everyone understand how these tools are made and what their limitations are. misunderstanding individual accountability and unknowingly discriminating against certain groups of writers.

ground for students to learn how, where, and when to leverage generative AI tools and when not to do so. This will help teach ethics and responsible use to students, teachers, parents, and

Remember, these are starting points. Each educational institution should tailor Table 3: AI Literacy Program

community members. The principles of Machine Learning, Large Language Models, and other important AI principles need to be taught to help everyone understand how these tools are made and what their limitations are.

To foster a human-centered approach to harnessing AI in education, AI literacy programs are essential. They help students and educators understand the capabilities, limitations, and ethical implications of AI. For more information on how to incorporate this please read the U.S. Department of Education’s May 2023 update on AI in education (U.S. Department of Education, Office of Educational Technology, 2023). Here are insights and recommendations on AI from the report. Let’s go over some highlights from the report below.

There needs to be a systematic approach to foster AI literacy. This should include curriculum components that teach students how and when to ethically use AI so they can use it critically and responsibly with academic honesty and transparency. Teachers should be supported with professional development on these topics, and time should be spent teaching them to students of all ages in age-appropriate ways so that students can learn about AI principles, demystify how it works, learn how to prompt the AI tool for the best results, and have a deep understanding of ethical use and transparency when using the tools.

Calls to Action 1. Humans, Always in the Loop: Reject the misconception of AI replacing teachers. 2. AI that Aligns with Our Vision: Ensure AI tools fit into our shared educational philosophies. 3. Design with Modern Learning Principles: Make AI systems culturally responsive, fair, and inclusive.

The Path Forward To successfully weave ethical AI into the educational tapestry, a multidimensional approach is essential. This means earmarking financial resources for scrutinizing the ethical dimensions and societal ramifications of AI use in educational environments. The policymaking process should be an inclusive endeavor, featuring voices from educators, tech experts, parents, and even the students themselves.

4. Trust in Technology: Build trust in AI through collaboration among educators, innovators, researchers, and policymakers. 5. Educate the Educators: Keep teachers informed and prepared to explore AI’s potential and risks. 6. Focus on Context and Trust: Center AI research on enhancing trust and adapting to different learning contexts. 53

Navigating the Ethical Frontier (cont.) 7. Craft Education-Specific Guidelines: Develop specific guidelines for AI in education with input from all stakeholders.

resonates with our most cherished educational values and ethical standards. ***This article was written by Micah Miner, but the two AI tools that were used as part of the writing process were ChatGPT 4 and Claude 2.

The pursuit of ethical AI in education goes beyond being a lofty goal; it’s an imperative. As we navigate this evolving landscape, constant recalibration of our tactics is essential, guided by a commitment to ethical integrity, fairness, and effectiveness. Our aim shouldn’t be just to incorporate AI into our educational systems but to do so in a manner that

References Najarro, I. (2023, August 10). Another AI Issue for Schools to Know About: Bias

Micah Miner currently serves as District Administrator Instructional Technology & Social Studies at Maywood, Melrose Park, Broadview School District 89 in Illinois. He is a contributing writer to American Consortium for Equity in Education and a Times 10 publications author. minerclass@gmail.com or www. micahminer.com

Against Non-Native English Speakers. Education Week. https://www. edweek.org/technology/anotherai-issue-for-schools-to-knowabout-bias-against-non-nativeenglish-speakers/2023/08 Pollina, R. (2023, July 21). Autistic Purdue professor accused of being AI for lacking ‘warmth’ in email. New York Post. https://nypost. com/2023/07/21/autistic-purdueprofessor-accused-of-being-ai-forlacking-warmth-in-email/ Sample, I. (2023, July 10). Programs to detect AI discriminate against non-native English speakers, shows study. The Guardian. https://www. theguardian.com/technology/2023/ jul/10/programs-to-detect-aidiscriminate-against-non-nativeenglish-speakers-shows-study U.S. Department of Education, Office of Educational Technology. (2023). Artificial Intelligence and Future of Teaching and Learning: Insights and Recommendations. Washington, DC. https://tech.ed.gov/ai-future-ofteaching-and-learning/

Article AI Transforming Education

Namrata Pandya

Definition of AI Over the past decade, various definitions of artificial intelligence (AI) have emerged. As I understand it, AI can be simply described as the field of science dedicated to creating machines with the ability to emulate human thought processes. There has been significant discourse surrounding the integration of AI in education, with numerous recommendations, both positive and negative, causing a sense of apprehension among educators regarding its implementation in their classrooms. This article chronicles my personal exploration of learning and utilizing AI as a valuable tool within my educational environments. My introduction to AI My introduction to ChatGPT occurred in the autumn of 2022 when I stumbled upon news articles raving about its remarkable capabilities. Reports highlighted its ability to craft essays in a matter of seconds and provide answers on a wide array of topics. These discussions primarily centered around English essays so I initially didn’t pay much attention to it, being a computer science teacher myself. However, as someone who takes pride in staying abreast of technological trends, I decided to delve deeper into 56

ChatGPT. I created a free account and embarked on an exploration. Little did I anticipate the astounding speed at which it generated Python code for a function I was developing for my computer science inquiry course. Intrigued, I continued to

half that time but also departed the classroom promptly. Knowing that this particular student had been grappling with some of the Java concepts taught in my class, I couldn’t help

To my surprise, the student openly admitted to utilizing AI to produce the code, as they were uncertain about the solution themselves and were afraid of failing the lab. experiment with various prompts for my assignments, each time witnessing ChatGPT propose impressively sound Python solutions.

but wonder how they had managed to produce a flawless and correct solution so swiftly. At this point, I had gained a fair amount of knowledge about ChatGPT, but I had never anticipated its use by my students during an assessment.

This revelation left me pondering: In a world where ChatGPT can effortlessly tackle homework tasks, what motivation would students have to engage in genuine learning?

My curiosity led me to run the student’s solution through an ‘AI content detector,’ which promptly flagged it as ‘AI generated’ content. While this alone didn’t conclusively prove that the student had employed AI to generate the code, I initiated a conversation with them. To my surprise, the student openly admitted to utilizing AI to produce the code, as they were uncertain about the solution themselves and were afraid of failing the lab.

What do my students know about AI? During the spring of 2023, I assigned an in-class ‘lab’ for my Object-Oriented Programming class, tasking students with crafting a Java solution to a given problem. The challenge was to be completed within approximately 50 minutes, and submissions were due before leaving the classroom. To my surprise, one of my students not only submitted their solution in less than

Embracing AI in the classrooms This incident served as a stark reminder of how deeply AI has permeated my 57

AI Transforming Education (cont.) classrooms, raising significant questions about the evolving role of technology in education. Indeed, that experience served as a pivotal moment for me to engage in an open and honest conversation about AI with my students. Recognizing its growing influence in our educational landscape, I took proactive steps to integrate this topic into my curriculum.

ethical considerations surrounding AI, its impact on students’ learning experiences, and its applications in homework assignments. I was surprised by some of their responses to the questions in the discussion. Here are responses from one of my students: Does AI help or hinder students’ understanding of the material?

I incorporated discussions about AI into the syllabus, prominently featured it on our Learning Management System (LMS) page, and ensured that we dedicated class time to deliberate its ethical and practical implications. These discussions not only shed light on the potential benefits of AI but also encouraged critical thinking about when and where AI can be ethically and effectively employed in our academic pursuits. By fostering a deeper understanding of AI’s role, I aimed to empower my students to make informed decisions about its use, both as a tool for learning and as a skill set to master in an increasingly AI-driven world.

AI can help students better understand the material and help customize the learning to their needs. However, AI can also hinder understanding when students use it to do the work. If students continually use AI to complete their assignments, they don’t learn the topic material, which will hinder their learning in courses in all future studies that build off the previous system. Are there ethical issues that one needs to consider while using AI in the classroom? AI can have a lot of ethical issues. For example, students could use it to write an essay, write code, or complete any assignment in general. AI also has ethical issues because it’s getting answers by pulling off other people’s work published online. However, with advancements in AI detection materials, we can still use

How do I use AI in my computer science courses? In my Computer Science Inquiry class during the spring of 2023, I initiated AI discussions among our sophomore students by harnessing the capabilities of the discussion board integrated into our Learning Management System (LMS). These discussions looked deeper into 58

AI for inspiration in essays without actually writing the essay.

We also talked about Google AI tools and students tried them out for fun activities.

How do you see future classrooms using AI?

As for our senior students, I seamlessly integrated AI concepts into their coding assignments, enabling them to apply AI techniques and methodologies in practical programming tasks. One of the assignments required students to install the OpenAI API client and generate an API key for utilizing chatGPT within Python code. For this task, students had composed responses to prompts

AI can be used in classrooms to help grade assignments faster, with more quality, and without bias. I also see AI being used to teach students based on their learning styles. But on the other hand, if not adequately watched, AI could also hurt the classroom and

regarding the application of AI in cybersecurity. The assignment instructed them to integrate these same prompts into their Python code, engage with chatGPT, and subsequently evaluate and compare their responses with those generated by the AI.

For our junior students, I introduced a range of AI tools as part of their educational experience, providing them with hands-on exposure to the world of artificial intelligence. We looked into Gradescope, turnitin.com, and Quizbot, exploring their educational applications at length. For instance, I encouraged students to submit their projects on Gradescope or turnitin.com and employed Quizbot to generate practice quizzes to aid in their learning.

It was eye-opening for me to discover that a few students had already exhausted their monthly allowance of free chatGPT usage, rendering them unable to complete this assignment. Following this, a discussion ensued to analyze and assess the accuracy of the 59

AI Transforming Education (cont.) decisions that it makes. For example, if an AI is trained on data where most of the requests coming from a specific country are denied due to security reasons, then it could end up denying all requests from that country on the false assumption that all requests from that country are dangerous.

AI-generated responses as well as the ethical use of AI in the classroom. My senior students also talked about the use of AI in cybersecurity. Example of responses from a student from my Cybersecurity course: Give specific examples where AI could be useful for cybersecurity solutions.

As research from Blackberry found that 82% of IT decision-makers plan to invest in AI-driven cybersecurity in the next two years and almost half plan on doing so before the end of 2023, preventing bias in AI-driven cybersecurity is more important than ever.

AI is being used to detect malware and phishing, predict breach risks, and assess threats to the system using data from the industry or the world in general.

If you were asked to use chatGPT or an alternative to chatGPT to create a cybersecurity policy, what would it look like? Discuss.

As bots become more and more prevalent as a way to automate some attacks, AI can serve as a way to automate the response to these attacks, thus essentially neutralizing the effect of the bots. They are able to identify and stop bots by identifying their patterns at a volume that would be very time-consuming for a human.

I would attempt to make use of what AI has been proven to be capable of in existing cybersecurity roles, threat monitoring, and pattern detection. As AI has no personal needs, they are able to dedicate all of their time to one task without faltering in focus or efficacy. We can take advantage of this by having our AI monitor our system for cybersecurity breaches and ongoing attacks, which the AI would be more likely to detect than a human operator, and would be faster at responding. AI has also been shown

How can biased AI hurt cyber security? Explain with examples. AI in any application can develop biases depending on what biases were present in the training data. This holds true for cybersecurity, where an AI trained on biased data will continue to perpetuate these biases through the 60

such as concise notes for specific topics, and to formulate straightforward quiz questions for formative assessments. Moreover, I’ve sought inspiration from chatGPT to generate innovative ideas for crafting new assignments that engage and challenge my students.

to be highly effective at pattern recognition within the cybersecurity field. AI has been used to fish out bots, as well as requests from spoofed IP addresses in DDoS attacks by analyzing patterns in the creation of the requests from both of these sources. This is something that would be much more difficult for a human to accomplish and would necessitate a much greater time investment than if the AI were used in its place.

Our program, known as the PROMISE Program, is designed to cater to the specific needs of culturally, linguistically, and economically diverse (CLED) students who are passionate about STEM education. It offers academic enrichment activities at minimal to no cost for 7th and 8th graders. Within this program, I’ve utilized Google AI tools to engage students in various activities while also facilitating discussions about the ethical

At Illinois Mathematics and Science Academy, we enjoy considerable flexibility in shaping our curriculum and its delivery. Our commitment to integrating AI into the classroom is evident through open dialogues addressing ethical

In my role as an educator, I have harnessed the capabilities of chatGPT to expedite the creation of study materials... and to formulate straightforward quiz questions for formative assessments. use of AI and the presence of biases within AI systems. I have encouraged these young minds to explore this exciting field and bring in their diverse perspectives to address the biases in AI.

considerations and a vigilant approach to ensuring students’ responsible use of this technology. I observe a gradual yet certain transformation unfolding in our curriculum. How AI can be used by an educator In my role as an educator, I have harnessed the capabilities of chatGPT to expedite the creation of study materials,

AI transforming curriculum & pedagogy It also forces me to contemplate the necessity of our introductory 61

AI Transforming Education (cont.) Namrata Pandya has been working at Illinois Mathematics and Science Academy (IMSA) since the fall of 2005. Prior to coming to IMSA, she taught Mathematics and Computer science courses at the local community colleges for five years.

programming courses. As previously mentioned, chatGPT efficiently generated satisfactory solutions to the programming assignments I provided. This raises the question: do students still require proficiency in this skill? It draws a parallel to the introduction of calculators in classrooms. With calculators, students were relieved of the need to perform basic arithmetic and, in some cases, even more complex calculations. Similarly, if AI is poised to generate simple code for students, I must reassess my methodology for imparting this skill.

As a faculty member at IMSA, Namrata taught Mathematical Investigations courses for the first ten years in addition to teaching computer science courses. She is instrumental in developing the current computer science program at IMSA which includes nine courses, ranging from Computer Science Inquiry to Linux and Cybersecurity.

My curriculum and teaching approach must undergo a transformation. I need to explore innovative approaches to enhance the inclusivity and accessibility of my curriculum for every student. I bear the responsibility of infusing diverse perspectives into this discourse while simultaneously possessing a remarkable opportunity to foster an inclusive learning experience. AI is reshaping traditional teaching methods and providing new opportunities for personalized learning in my classrooms. It is gradually reshaping my classrooms, one lesson at a time!

Namrata continues to advocate for computer science education in high schools and empowering female students to explore and expand their knowledge of this field before they embark on a fouryear college journey. She is a member of Association for Computing Machinery and Computer Science Teachers Association. She is a sponsor for the North American Computational Linguistic Olympiad, CSAW: Cyber Forensics Challenge, and American Computer Science League.

IL ASCD Area Representatives In 2014 when IL ASCD reorganized our leadership team, the role of Area Representative was created. Our “Area Reps” as we call them are a link to and from the various regions of our state. IL ASCD follows the same areas established by the Regional Offices of Education. Our Area Reps are led by two members of our IL ASCD Board of Directors, Denise Makowski and Andrew Lobdell. Denise and Andrew are the Co-Leaders of our Membership and Partnerships Focus Area.

Denise Makowski

Chicago 773.535.7252 dmakowski@cps.edu

Andrew Lobdell

Principal of the Junior High School in the Lena - Winslow School District # 202 815.369.3116 lobdella@le-win.net

Current Area Reps AREA 1: (Green) AREA 2: (Dark Blue) AREA 3: (Yellow) AREA 4: (Pink) AREA 5: (Light Blue) AREA 6: (Gold)

April Jordan Jennifer Winters Stacy Stewart Erik Briseno Chad Dougherty Heather Bowman Vacant Mica Ike Vacant

Contact information for them can be found HERE.

The roles of the IL ASCD Area Representatives are: •

Encouraging IL ASCD membership to educators in their local areas;

•

Assisting with professional development;

•

Attend board meetings and the annual leadership retreat, when possible;

•

Disseminating information from IL ASCD board meetings or other sanctioned IL ASCD activities to local school districts or other regional members

•

Being a two-way communication vehicle between the local IL ASCD members regarding IL ASCD or any educational issues.

•

Keeping IL ASCD Board of Directors apprised of pertinent information regarding personnel issues (e.g., job vacancies, job promotions) and district program awards/recognition within the local area.

•

Communicating regularly with IL ASCD Executive Director and the Co-Leaders of the Membership and Partnerships Focus Area.

Article AI in schools: Access, Inspiration, and an AI Answer to Education’s $64,000 Question Erin Roche

Just as the technology of the printing press, the pencil, the slide rule, and the internet have catapulted human learning forward, so Artificial Intelligence (AI) serves as another technological tool to advance student learning. In our world of K-12 schools, we educators have a generational opportunity to partner with AI platforms such as ChatGPT. I see four significant initial considerations for us to be successful. • We need ethical guardrails in the schoolhouse, because AI can serve teaching and learning or hurt it. • AI can vastly increase student access to learning. • Genius expanded: Let’s inspire more and perspire less. • AI accelerates personalization of learning for individual students. Ethics and guardrails We educators have to teach children and teens technology guardrails and enforce them as students engage in AI. Robert Oppenheimer and scientists did not move to stop the development of nuclear energy 64

of large language models as tools to assist their writing. Is it okay for ChatGPT to generate ideas or theses? What if the student has it write an essay and the student builds on it? Can it give feedback about their writing? Students and teachers need to know relevant guardrails.

and its atomic bomb but rather argued that the United Nations and the US Atomic Energy Commission should check its usage for the benefit of humankind. With AI’s capability to harm as well as help, schools are the only institution well poised to prepare our future citizens and workforce for the ethical use of AI.

(At the article’s end are links to the articles ChatGPT wrote for me based on these prompts. In full disclosure, I ran these prompts after I finished my final draft; but maybe better writing is to run them before drafting to fuel my writing. This is the kind of question that we educators must engage students in answering).

Now at about the sixth week of the school year, we see teachers modeling for Kindergartners, upon receipt of an iPad, the dos and don’ts. They’ll demonstrate a culture of care—i.e., holding the iPad safely, storing it securely, opening appropriate apps, helping each other to stay focused. In other grade levels, students write invented tales, criticisms, proposals, and analyses on their iPads. We teach them how to safely handle the hardware, so, too, we have to teach them to use AI. We have to constantly show students expectations, because they will inevitably employ ChatGPT as they write.

Historically, schools and families partner to guide children and adolescents toward collective values. Digital Citizenry is one example of a scope and sequence to guide school communities to appropriate use of technology. Our job in the education field is to catch up the ethics and education to the technology, so we provide students with clear and consistent expectations about AI as a tool to aid the human condition

The Digital Citizenship Curriculum | Common Sense Education is comprehensive, and we’re looking to integrate it into our K-8 instruction. It addresses a wide range of expectations. For example, if we get kids to understand and accept that solely using Chatgpt is not original work, then we eliminate cheating. However, we still have to address substantial questions about student use

AI access AI can propel democracy by teaching students how to access language, knowledge, coding, etc. previously accessible only by the elites. Imagine students being able to use AI to create coding for an app that benefits their 65

AI in Schools (cont.) need or passion; normally, it would take years of study of Python or Java to do what AI might provide in a fraction of time. Instead, students who know how to prompt AI could build an app that measures, reports, and alerts staff and families about student well-being. I hear all the time from students that they want schools to be more responsive. With aggregate data on student mental

More ideas to fruition Thomas Edison said that genius is 1% inspiration and 99% perspiration. AI can do a lot more of the sweating for us educators. Then we mortals can do more of the idea generation. Rather than lamenting that students can use AI to draft an essay, we can expect them to do so and then write much more

Let’s embrace AI and then raise our expectations of students. health using mood meters, survey data, extra-curricular participation, and GPA, students can be empowered to push school to respond quickly and effectively to well-being.

sophisticated or more prolific responses in less time. If a group of 6th graders want to propose a change in their local school’s bathroom’s usage policy, they can synthesize research, district policy, and local student survey data to build a strong proposal. AI can help them poke holes in their survey data much the way a school principal does after listening to the proposal. Let’s embrace AI and then raise our expectations of students.

Already there’s discussion that a coding requirement for graduation is obsolete, because AI will allow neophytes like me to code very quickly. That’s a democratization effect of AI—coding can now be more inclusive and allow more people to operationalize ideas and dreams. In turn, more people will benefit from those ideas and dreamscome-realities. Schools figure importantly here as they teach students the prompt engineering to know ways to engage AI toward their goals. In terms of expanding access to underserved students, AI can be transformative.

The key to students using AI will be to teach students how to think and understand how to interface with AI in order to bridge their idea to an actual product or system that operationalizes the idea. We’ve seen humans+AI regularly best either alone (Forbes, 2022), so let’s build the teacher+AI equivalent 66

and student+AI equivalent to benefit teaching and learning. Schools that figure out ways to teach students how to interact with AI to advance their learning and understanding of the world will propel their pupils’ learning, creativity, and life satisfaction.

of video games. At my little school, we’re increasingly focused on getting the curriculum to meet each student where they’re at— aka, personalization. I can name a dozen ways this is happening right now—e.g., Kindergartners’ Executive Functioning skills are through the roof because they manage their time and materials through a menu/choice system; 3-5th graders churn out compelling persuasive essays about issues they care about; and 6-8th

Personalization and real-world application Since the advent of mass education, the $64,000 question among teachers has been how to connect individual students

My district and the state should be doubling down on AI as a way to increase access to quality, personalized curricula, assessments, and instruction. to learning goals that mean something to them. Today we call that personalization. AI gives teachers the opportunity to deepen the personalization of learning for individual students. Teachers and schools that know their students well through surveys, assessment data, observations, and other insights will be better able to employ AI to connect each student—their interests, passions, struggles—with the expected learning content. With AI’s help, teachers could provide self-paced learning that grabs each student’s interests, connects them with similar peers, and builds intriguing learning in ways that could rival the allure

graders daily reflect on their mastery of each lesson’s skills as a log that they will refer to for practice in Khan Academy when it comes time for the mid-unit or end-of-unit assessment. AI will accelerate getting more students paired with exactly what they need to move to the next level. That’s fantastic for individual student learning. Teachers and I can’t wait to explore this! Next steps for policymakers, elected officials, the philanthropy community, and school districts What we need are easily-accessible minigrants from districts and foundations 67

AI in Schools (cont.) to free up teachers to imagine, pilot, and test great ways to personalize via AI. My district and the state should be doubling (tripling!) down on AI as a way to increase access to quality, personalized curricula, assessments, and instruction. And the district and state have to set up expectations and assessments to measure student competence. It’s axiomatic that what gets measured gets done. If districts and the state want all students—not just the districts funded at 150% of student need—to access the learning enhancement and enrichment of AI, then we should measure AI access and report it on the Illinois Report Card.

Links to the articles written by ChatGPT with these prompts

AI access could be transformational: democratic institutions like schools are now universal and can put every student at the nexus of exploring, understanding, and improving their immediate worlds. We educators are not preparing the next Oppenheimer, and we’re not debating nuclear weapons v. nuclear power. We’re preparing every student to engage AI ethically to transform their immediate world as well as the bigger world. Millions of uses of AI will benefit student learning and ultimately improve the human condition.

• Genius expanded: Let’s inspire more and perspire less.

AI Prompt 1 to ChatGPT: Write 12001500 word essay at the college level answering the question: What should educators consider regarding AI? AI Prompt 2 to ChatGPT: Write 12001500 word essay at the college level regarding these four AI considerations • We need ethical guardrails in the schoolhouse, because AI can serve teaching and learning or hurt it. • AI can vastly increase student access to learning.

• AI accelerates personalization of learning for individual students. Background reading on AI • Taking a Transformative Approach to AI(ASCD, 2023) • Artificial Intelligence Explorations and Their Practical Use in Schools (ASCD course) • AI Literacy, Explained (EdWeek) • 7 Strategies to Prepare Educators to Teach With AI (EdWeek) • Does Sam Altman Know What He’s Creating? (The Atlantic) • Here Comes the Second Year of AI 68

College (The Atlantic)

administrator representative to the Illinois Balanced Accountability Metrics Committee. Erin completed his EdD at Vanderbilt University with a collaborative study on PLCs in the Louisville system. He is a National Board Certified Teacher (EAELA). Erin’s school leadership interests are teacher-leadership empowerment, operationalizing grading for equity and restorative practices, and data-driven instructional improvements. He can be reached at eroche@cps.edu

• Can A.I. Take a Joke? (Freakonomics podcast)

Erin Roche is the longtime principal of Prescott School in Chicago Public Schools and led schools for almost two decades. He also serves as the Chair of the Board of Trustees of the Illinois Mathematics and Science Academy and a school

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Article Leveraging AI to Revive the Instructional Leader in Educators

Adam Russek-Sobol

From the ancient ‘guru-shishya’ traditions to the iconic philosophers of Athens, educators have been society’s torchbearers. These individuals kindled imaginations, instilled values, and fostered unyielding curiosity. Yet, today’s educational landscape paints a different picture. Many teachers, instead of igniting intellectual flames, are dousing administrative fires—from overflowing email inboxes to exhaustive classroom management. Could AI be the key to fanning the instructional flames once more? The Changing Tides of Education Historically, the educator’s role transcended mere knowledge transfer. The essence of teaching lay in the ability to inspire, evoke a sense of wonder, and instill a lifelong love for learning. Educators were revered not just as sources of information, but as mentors who molded minds and shaped futures. They were the sculptors of the next generation, guiding them not only through academics but also through the intricate maze of life, imparting critical values, ethics, and moral compasses. However, as the wheels of time turned, so did the demands on educators. With the growing complexities of administrative frameworks, standardized testing, 70

first, and instructional leaders second. This prioritization of management over mentorship, of administration over inspiration, often leaves educators feeling torn between their dual roles, sometimes leading to burnout or disillusionment.

and diversified learning needs, today’s educational landscape looks significantly different. The overwhelming administrative duties have mired many educators in managerial tasks that, while necessary, can often eclipse their primary role. This shift from being primarily inspirational leaders to managerial executors has had profound implications on the holistic development of students.

AI: The Game Changer? Enter Artificial Intelligence (AI). The rise of AI platforms, like Chat GPT, has signaled a possible paradigm shift in education. Once the stuff of science fiction, AI is now at our doorsteps, promising transformative possibilities for both teaching and learning. While many educators initially view AI with trepidation, fearing job displacement or depersonalization, there’s another

This shift isn’t lost on those outside the classroom either. As the founder of Chicago-based edtech startup, Education Walkthrough, I’ve ventured deep into the intricacies of the modern educational system. I’ve seen firsthand the dichotomy of roles many educators

AI could be the very tool educators need to delegate administrative tasks, allowing them to refocus on their true purpose. perspective—a perspective that paints AI not as a threat, but as an ally. AI could be the very tool educators need to delegate administrative tasks, allowing them to refocus on their true purpose.

juggle. While technology promises enhanced learning experiences, it often brings added responsibilities. The doubleedged sword of technology means that while educators have more tools at their disposal, they also face more demands on their time and energy.

The integration of AI in classrooms is already underway. From personalized learning modules that cater to individual student needs to advanced analytics that can predict and intervene in potential student dropouts, AI is

In my interactions with school administrators and instructional coaches, I’ve frequently observed a narrative where educators morph into managers 71

Leveraging AI to Revive (cont.) reshaping how educators approach teaching. It offers more precision, personalization, and predictability, ensuring that each student receives the right attention at the right time.

Restoring the Instructional Leader Given AI’s capabilities, educators have a unique opportunity. By offloading administrative burdens to AI, they can pivot back to their primary roles, championing the spirit of instruction. In this AI-enhanced educational landscape:

AI’s potential in the educational sector is undeniable. Modern AI can automate lesson plan curation, manage schedules, and even assist in content creation. This not only reduces the administrative burden on educators but also allows for a more tailored educational experience

Teachers can spend more time personalizing learning experiences, understanding individual student needs, and adjusting pedagogical approaches. This could lead to a more

Imagine a world where lesson plans dynamically adapt based on a student’s progress, where scheduling conflicts are resolved in real time, and where content is curated to match the learner’s pace and preference. for students. Imagine a world where lesson plans dynamically adapt based on a student’s progress, where scheduling conflicts are resolved in real time, and where content is curated to match the learner’s pace and preference.

bespoke education, tailored to individual strengths and weaknesses. Educators can foster deeper connections, understanding not just a student’s academic progress but their holistic development. This kind of holistic approach can identify emotional, social, or personal barriers that might be impeding a student’s academic progress.

However, it’s crucial to delineate what AI can and cannot replace. While it excels at routine and data-driven tasks, AI lacks the human touch—the warmth of empathy, the spark of genuine curiosity, and the nuanced understanding of human emotions.

Classroom environments can become hubs of creativity and critical thinking. With the administrative tasks automated, 72

teachers can introduce more projectbased learning, encouraging students to think outside the box and prepare for futures that we can’t yet envision.

embrace it as an ally. An ally that handles paperwork and administrative minutiae, so educators can handle the hearts and minds of their students.

Beyond the classroom, school administrators also stand to benefit. Instructional leadership requires school leaders to free themselves of bureaucratic tasks and focus on improving teaching and learning. AI can aid in streamlining school operations, ensuring that resources are allocated effectively and that every student’s needs are addressed in a timely manner. This means principals and school leaders can spend more time mentoring their teams, engaging with parents, and fostering a positive learning culture within the school.

To those wary of this digital transformation, remember: the goal isn’t to replace the human touch but to amplify it. AI offers the tools; educators provide the soul. In this harmonious collaboration, students stand to gain the most, benefiting from educators who are present, engaged, and most importantly, focused on the art of instruction. In the AI-augmented classroom of the future, educators are unburdened by the administrative tasks of today. They are free to do what they do best: inspire, guide, and shape the next generation. And as technology continues to evolve, one thing remains constant—the irreplaceable value of an educator’s touch.

In essence, AI can be the catalyst to transform educators back into instructional leaders. It allows them to “work on the business” of education, elevating their roles to strategists, visionaries, and most importantly, inspirers. In this symbiotic relationship, while AI handles the mechanics, educators can refocus on the heart and soul of teaching: the human connection. It’s a future where AI and educators work hand in hand, each amplifying the other’s strengths.

Adam Russek-Sobol is currently the Founder and CEO of Education Walkthrough, an innovative software tool for K-12 administrators, district leaders, and instructional coaches to observe, document, and share immediate feedback with teachers. With a strong foundation in informatics and cybersecurity, Adam has founded multiple startups spanning from education to healthcare. Recognized in the tech arena, he’s spoken at events like Bluetooth World Seminar and TEDxDayton.

Embracing the Future It’s time to shift our narrative. Instead of viewing AI as a competitor, educators can 73

Article Navigating the Future: AI Integration & Empowered Learning in Woodridge School District 68 Tarah Tesmer

Leslie Loboda

December 2022 (Tarah) I read my first AI-generated blog post in December 2022. I try to stay up to date with my professional learning community and keep current with edtech trends by subscribing to email newsletters and blogs. When I opened a link I received from Eric Curts titled AI Wrote This Blog Post (Curts, 2022), I paused with curiosity and an eyebrow raised. I was engaging with something that was going to change everything. A machine had composed a multi-paragraph blog post, perfectly mimicking Eric’s tone and generating it in a matter of seconds. In just a few minutes, this single interaction created a new reality that could seemingly level the playing field, helping anyone to get started, while also profoundly shifting how we perceive information and writing. I couldn’t wait to try it. (Leslie) Tarah was beyond excited about this. I being a bit of an instant skeptic thought, “Isn’t AI a sci-fi movie topic?” However, the excitement and energy Tarah brought regarding the prospects of AI in education 74

quickly made me a convert. I even spent my free time tinkering with ChatGPT to grasp what all the fuss was about. “Let’s do this!” As luck would have it Greg Wolcott, Assistant Superintendent of Teaching and Learning, was as energized by the prospects as we were. During a winter coaching team PLC meeting, we discussed how we might bring awareness to all staff that AI is coming. Our AI exploration was officially underway.

time, we also knew that there were roughly 5 other AI tools out there with more coming, and this gave us a sense of urgency to have these conversations as soon as possible. Our initial questions included the following: • How might AI impact student work? • How might this help teachers plan and grade? • What are some positives of this tool? • What are the negatives?

January 2022 In Woodridge School District 68, a K-8 school district in Woodridge, IL, our journey toward success revolves around having open conversations with teachers

The resulting conversations led to mixed feelings across the board from piqued curiosity to complete indignation. The two

As we started to see the time-saving and perspective-gaining benefits, we knew we were ready to bring this tool, and a better understanding of it, to scale. and providing learning opportunities to explore AI—specifically ChatGPT. Our teaching and learning team is comprised of 6 elementary Instructional Coaches, a Math Coordinator, a Literacy Coordinator, a Gifted Coordinator/Junior High Instructional Coach (Leslie), and an Instructional Technology Specialist (Tarah). In January 2022, our team was directed to meet with teachers during designated PLC meeting times and provide awareness of ChatGPT. At this

of us (Tarah and Leslie) knew we had to do more research on our end to truly reframe the mindset of staff and bring clarity that this is an opportunity for all of us. Spring 2023 In the spring of 2023, a firehose of AI tools erupted on the education scene. We explored a variety of them during this time. We knew that we had to be comfortable with not only using AI to effectively generate content but also 75

Woodridge School District 68 (cont.) being able to speak on how AI will impact the writing process for students. AI was beginning to help us create lessons, unpack standards, generate essential questions, and provide us with ideas for resources we initially wouldn’t have planned for. As we started to see the time-saving and perspectivegaining benefits, we knew we were ready to bring this tool, and a better understanding of it, to scale.

and reflected on their own use of AI. In addition to the book study, they also participated in Holly’s AI Infused Classroom Summer Learning Series which consisted of 11 asynchronous video sessions that included ideas on powerful AI lesson design and teacher productivity ideas. The dynamic experiences that the book and learning series provided served as catalysts for dialogues on how best to utilize AI as a teacher tool. Teachers set an AI-infused goal and used this goal to reflect back as they explored the concepts within the book and videos.

In 2022, the district dedicated part of our school improvement goals to edtech. We began working with Holly Clark. Holly is a renowned educator and digital learning pioneer. She is an international speaker, bestselling author, and a dedicated advocate for digital learning with over 25 years of experience. As luck would have it, she published The AI Infused Classroom (Clark, 2023) in May of 2023, and the district approved the purchase of this book for staff who were interested in learning more about AI over the summer. This targeted professional development was created to equip our early adopter staff with the knowledge and skills to effectively harness the potential of AI for teaching and learning.

Some of the goals were: • Explore how AI can enhance student engagement • Stay current with the latest developments and trends • Explore how AI can support enrichment and challenge for gifted students • Use AI to become an even more effective teacher • Gain a basic understanding of AI and its applications in education • Use AI to support ESL lessons and improve language learning outcomes • Use AI to support writing instruction

Through this summer book study, twenty educators enthusiastically embraced AI as a learning community. This community engaged in insightful book discussions experimented with prompt engineering,

• Learn about AI’s implications for primary education and the role it could play At the end of the learning experience, participants created visual manifestos 76

conversations with students, who are below the age of 13 and are restricted from using AI tools within the school environment. The teachers from the book study started a Google Chat Space to stay in touch with one another and share AI-use experiences and extended resources. This houses inspiring anecdotal evidence of positive

to carry them into the 23-24 school year. These were based on their initial goal for learning and tied to a specific audience (e.g.: creating the manifesto for themselves, for other educators, or for future students). Having this reminder serves each teacher with an anchor of values that frames the use of AI with positive outcomes.

The teachers from the book study started a Google Chat Space to stay in touch with one another and share AI-use experiences and extended resources. experiences of using AI as not only a teacher-planning tool but also as a way to engage students in critical-thinking conversations. For example, teachers shared the following celebrations:

A month into the school year, we were able to observe a consistent and continuous utilization of ChatGPT among the teachers who were trained during the summer. The usage as indicated in our Learn Platform data website showed consistent use of ChatGPT over the summer from those that attended training and doubled in amount in August. This increase in use possibly indicates the influence of trained staff on those teachers who did not receive training. As of September 2023, the top ChatGPT users listed in Learn Platform continue to be the participants from the book study.

“We asked students to brainstorm synonyms and antonyms for Perseverance. Then we asked ChatGPT to do the same. Students compared the results with their list and learned some new vocab! They were amazed at how fast it worked!” “I have used AI for developing an activity for class building. It just helped me identify a list of interests and hobbies for 7th and 8th graders so I didn’t have to think of a variety of things. I have also used it to develop literal equations

As our educators deepen their understanding of AI, they are better equipped to engage in meaningful 77

Woodridge School District 68 (cont.) Empowered Learner (1.1d) and Creative Communicator (1.6.c) standards.

involving square roots based on a given example that I created so its examples would match the level and idea that I was intending.”

District administration supports the two of us to have discussions with teachers that will take place during the year and include topics such as prompt generation, AI bias, ethical application of AI in content creation, and responsible AI use in the learning process. This will take place monthly during PLC times with teachers using information based on Holly Clark’s book. We will also be continuing a second round of the book study this fall. This will conclude with Holly visiting our school district for the late fall school improvement day in which all teachers will have first-hand experience in the benefits that come with engaging with AI.

“We are starting to use a prompt that helps us ask ChatGPT to identify student misconceptions in our upcoming unit. The style of the prompt includes information about the standard, instructional practices, and key vocabulary terms. The results from ChatGPT help us support students with specific questions and cues we can use to guide them.” In addition, an elementary teacher is rethinking a unit on the concept of power and taking it into “The Power of Technology”, specifically with attention

...include topics such as prompt generation, AI bias, ethical application of AI in content creation, and responsible AI use in the learning process. to creating relevance to young learners on the power of AI. This includes text sets of resources to engage with and weekly “guess the AI prompt” energizers. The culminating inquiry project will include further reflection on how AI will impact students’ futures. Applying learning from the training to this new unit design supports the ISTE Standards for Students, particularly emphasizing the

References Clark, H. (2023). The AI infused classroom. Elevate Books EDU. Clark, H (2023). The AI infused classroom summer learning series. https:// www.ai-infusedclassroom.com/ 78

empower teachers to find the best way forward by making deliberate choices when it comes to shifting instructional practices with technology.

Curts, E. (2022, December 9). An AI Wrote this Blog Post. Control Alt Achieve. https://www.controlaltachieve. com/2022/12/an-ai-wrote-thisblog-post.html

Leslie Loboda is the Gifted Coordinator for Woodridge 68 and Instructional Coach for Jefferson Junior High in Woodridge, Il. Leslie is currently in her 30th year of education and has mostly focused on English Language Arts at the junior high level while championing gifted instruction at all levels.

Tarah Tesmer is the Instructional Technology Specialist for Woodridge School District 68 in Woodridge, IL, and is a Google Certified Coach and Certified Trainer. With over a decade of experience in education and EdTech, Tarah delivers coaching to

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