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Reflection

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This is a 2nd grade measurement lesson I wrote for our county. I copied the "meat" of the lesson and inserted it into ChatGPT and MagicSchool. I asked both tools for suggestions to enhance the lesson using technology.

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2nd_Unit 3 (5.e, 2.c)_LP_Adding & Subtracting Units of Length-Number Line (representational) (1)

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CBS This Morning - Learn more about the Gwinnett County designated AI cluster

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/ CBS News

The emergence of artificial intelligence has raised questions about its impact on creativity and critical thinking. While some schools are banning the use of AI in classrooms, one school district in Gwinnett County, Georgia, has gone all-in, launching a curriculum that brings the technology into classrooms, starting in kindergarten.

The approach goes beyond robotics and computer science class. Teachers and students embrace artificial intelligence in nearly every subject taught, from English to art class. So far, the machines seem to be winning over students, parents and teachers, but there is still a lot to learn.

At Patrick Elementary School in Buford, Georgia, about an hour outside Atlanta, first graders are "programming" Lego bricks, as part of a lesson involving creative problem-solving. More than just blocks, they're building familiarity with technology, like iPads, that are part of a pilot, public school program trying to prepare students for the challenges and opportunities that come along with the rise of AI.

Even if they don't know what "AI" stands for, the young learners already know how to use it. Six-year-old Gabriella went beyond the lesson and figured out how to program a sensor to respond to specific colors.

She said she likes coding. "I like that we can build stuff, and do stuff we haven't done before," she said.

It's something Gwinnett County schools haven't done before, either. But about five years ago, administrators decided to use some of their regular annual funding to develop an AI-driven syllabus, first at a new high school, then expanding to a middle school and three elementary schools. The district's K-12 program is called Computer Science for All.

"AI is such a popular buzzword right now, but we've actually been doing this for a couple of years," said Sallie Holloway, the director of AI and computer science for the district. "For us it's thinking about: what do our kids need to know and do to be ready for their future? We're not, like, always messing with a robot. But what we are doing is teaching them how to think and solve problems with these tools."

Sometimes, however, they are messing with robots - designing, coding and coming up with ideas.

At Seckinger High School in Buford, social studies teacher Scott Gaffney is incorporating the technology in less obvious ways. Students ask ChatGPT to analyze years of traffic data, then use the findings to help come up with solutions for safer roads.

Gaffney said that five or 10 years ago, without this technology, that lesson would have been approached much differently. "That would've taken probably about four or five days," he said. "The way that these kids think, they process information so fast. So, if we can give them something challenging real-time, they are very engaged with it."

By all estimates, machine learning is something the kids will have to continue to engage with once they enter the workforce. One study by the McKinsey Global Institute estimates 10% of the jobs created by the year 2030 will be in previously unknown fields, and most will see at least some level of automation.

Down the hall in art class, students were asked to draw a sketch, then enter a description of the sketch into an AI image generator, leading to debates over whether the computer-created works inspired them to change their original design.

One student said, "Overall, it didn't really help with what I wanted or what I was looking for."

Another student offered, "Using AI, sometimes it helps me. Sometimes it's chaos. Other times actually, it comes up with a couple of things that I can use, like certain angles of the head."

But when it came to the question of artistic integrity, no one thought that AI art is "real" art.

"AI is just taking everyone's work and just collaging it together," said one girl. "Technically, not original."

It's an ongoing debate, as the line between AI-assisted learning and outright outsourcing is still being defined.

Teacher Gaffney was asked if he thought kids will use AI to cheat on their academic work as they become more familiar with it.

"When I was in high school, there was this thing that came out, that everyone was really upset about, called Google! And they thought that that was just going to really ruin education. And it hasn't," he said.

Still, administrators acknowledge there's a lot they - and all of us - don't yet know about the technology.

"We lead with ethical conversations about AI," said Sallie Holloway. "Just because we can maybe doesn't mean that we should.

"I think that really opens the door to kind of let them choose the problems that they want to explore, and then hopefully lays the foundation for where they're heading and the things they're going to encounter in the real world," she said.
Join us throughout the week for our special series "School Matters" on "CBS Mornings" and "CBS Evening News with Norah O'Donnell," for more stories about what's on the minds of students, teachers and parents. More

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Not just "messing with a robot": Georgia school district brings AI into classrooms, starting in kindergarten

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Teachers and students embrace artificial intelligence in nearly every subject taught, from English to art class.

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What does the National Council of Teachers of Mathematics (NCTM) say about artificial intelligence?

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FREE Professional Learning oppotunities for teachers wanting to learn more about technology instructional practices.

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edWeb: A professional online community for educators

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edWeb is a free online community for professional educators, offering networking, resource sharing, collaboration, and professional development webinars.

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This is such a cool FREE tool! I would encourage everyone to dig in this AI platform and explore it this summer!

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This podcast lists 10 AI tools that support teachers and students in many capacities! Take a listen.

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10 AI Tools Teachers Should Explore This Summer

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In “10 AI Tools Teachers Should Explore This Summer,” Kasey Bell shares must-try AI tools for K–12 educators, including MagicSchool, Brisk, Diffit, Curipod, ChatGPT, and more. Learn how to use artificial intelligence in education to streamline lesson planning, support student learning, and enhance engagement. This guide is ideal for teachers looking to explore AI in the classroom, experiment with educational technology, and build confidence teaching with AI.

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I used the AI tool in Canva to create this presentation. Very user friendly; however, I did vet, add, and delete slides and content as I saw necessary.

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It's here to stay...how did we ever live without it?!?

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GCPS Human-Centered Artificial Intelligence (AI)

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GCPS Human-Centered Artificial Intelligence (AI)

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This resource is located on my county's home page. It provides guidance for teachers, students, and parents regarding the use of AI.

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GCPS AI Position: A Human-Centered Approach

AI is rapidly impacting the workforce, society, and even education. GCPS students and staff must be future-ready by understanding AI and demonstrating responsible and ethical use of AI. This guide is meant to communicate the principles we honor when making decisions around AI use and provide practical guidance and expectations. As AI evolves, the guidance around its use will as well. We believe that AI use should always include human oversight, including inquiry, reflection, insight, and empowerment. AI can be a useful tool to augment and enhance our work and learning, but humans must be in the loop regarding use and decision-making. We believe that an important element of future readiness for the GCPS community is to be responsible, ethical, and critical when leveraging AI tools.

GCPS Guidance for AI Use

Artificial Intelligence, or AI, refers to computer systems that are trained with data to automate tasks normally requiring human intelligence. Types of AI range from systems doing specific tasks, like recommending movies or auto-correcting typing errors, to more advanced forms that can generate new content or predict future outcomes. Figure 1 defines the general differences between reactive, predictive, and generative AI. AI is also behind self-driving cars and digital assistants like Siri or Alexa. AI uses data and algorithms to generate decisions, predictions, or content. Essentially, AI allows machines to learn, adapt, and perform tasks like humans, often more quickly and accurately. It's a rapidly evolving technology that's already a part of our everyday lives (ISTE, 2023).

* Student and Staff Agency: AI tools can provide recommendations or enhance decision-making,
but staff and students will serve as "critical consumers" to inform and lead the use of AI in
responsible and ethical ways. AI can never replace the role or value that educators play in student
development and nurture.

* Equitable and Inclusive: All students should have access to meaningful and age-appropriate AI
tools that are vetted, approved, and inclusively designed with all students in mind.

* Safe and Secure: Students and staff should not be put at increased risk by using AI, nor should
their personally identifying information be unlawfully shared. We will evaluate both the risks and
opportunities of AI.

* Continuous Evaluation: AI and technologies are evolving rapidly, and GCPS commits to frequent
and regular reviews of use and updates of our policies, procedures, and practices.

* Humans Enhanced by Machines: All use of AI should ultimately provide a positive experience with
intentional use in teaching, learning, and operations. AI should aid in or enhance (not replace)
decision-making, creativity, learning, development, growth, and productivity. Humans should be in
the loop for all uses of AI.

* Transparent and Informed: While many AI systems may be complex to understand at a technical
level, students and staff should be AI literate by understanding (at a general level) how AI works
and why it produces the results that it does. AI products should be clear about how their tools are
developed and how outputs are generated.

* Advancing Academic Integrity: Honesty, trust, fairness, respect, and responsibility continue to be
expectations for both students and staff. Students and staff should be truthful in giving credit to
sources and tools and be honest in presenting work that is genuinely their own for evaluation and
feedback.

It is important for students to develop an understanding of how AI tools are developed and why they create the results that they do. Students should be critical users of AI, evaluating if and how AI should be used in different settings. Students follow the GCPS Acceptable Use Policy for Students and should follow their teachers' guidance on the use of AI tools and ask for clarity before using if they are unsure.

Need to Know:

* Evaluating AI Tools: Students should use AI tools with the guidance of trusted adults. Students should evaluate the purpose, safety, and trustworthiness of AI tools before use. Not all AI tools are approved or appropriate for all ages, so be sure to check with your teacher or parent first.

* AI for Academic Purposes: Prior to use, refer to teacher guidance on the appropriate use of AI tools in academic settings. Guidance may change based on assignments and learning goals. Be sure to cite your use of AI.

* AI Output Review: Always review and critically assess outputs from AI tools before submission or dissemination. Students should never rely solely on AI-generated content without review.

* Bias and Misinformation: Be aware that AI-generated content may possess biases or inaccuracies. Always verify AI-produced results using trusted sources before considering them in academic work.

* Safety and Respect: Users must not use AI tools to create or propagate harmful, misleading, or inappropriate content.

Opportunities for AI Use:

* Aid Creativity: Students might harness generative AI to spark creativity across diverse subjects, including writing, visual arts, and music composition.

* Collaboration: Generative AI tools can support students in group projects by contributing concepts, supplying research support, and identifying relationships between varied information.

* Communication: AI can offer students real-time translation, personalized language exercises, and interactive dialogue simulations. It can also help students consider different ways or tones in which they might communicate an idea or message.

* Additional Practice and Learning: AI can help generate personalized study materials, summaries, quizzes, and visual aids, help students organize thoughts and content, and help review content.

* Thought Partner: Students may use AI to help clarify, summarize, or even analyze their own ideas in development.

Prohibited AI Use:

* Bullying/harassment: Using AI tools to impersonate others for bullying, harassment, or any form of intimidation is strictly prohibited. All users are expected to employ these tools solely for educational purposes, upholding values of respect, inclusivity, and academic integrity at all times.

* Overreliance: It is important not to become too dependent on AI tools. These tools lack human insight or understanding of specific situations. Students must continue to practice critical thinking by reviewing and evaluating outputs generated by AI before use. Use of AI should be meaningful and responsible.

* Plagiarism, Cheating, and Misrepresentation: Students should not copy from any source, including generative AI, without prior approval and adequate documentation. Any work that has portions created or sourced from AI and is presented as a student's original work without citation and/or teacher-approved use of AI is considered plagiarism. Students should always follow teacher guidance on the use of AI and cite their use of AI, when use is allowed. Students should also refrain from using AI to misuse intellectual property or misrepresent the likeness of others.

It is important for staff to develop an understanding of how AI tools are developed and why they create the results that they do. Staff should be critical users of AI, evaluating if and how AI should be used in different settings. Staff are also responsible for modeling responsible and ethical use of AI and adhering to all relevant laws and policies. Staff members should refer to the GCPS Staff Acceptable Use of Technology policy and other supporting resources on the GCPS AI Resource Center for additional information. Teachers and school leaders should provide guidance and expectations to students on if, how, and when they can use safe AI tools in their learning. Reference Third-Party
Vendor or the Staff AI Resource Center to determine if a tool is approved for use.

Need to Know:

* Evaluating AI Tools: Staff should evaluate the purpose, safety, and trustworthiness of AI tools before use. Any AI tools should be approved, based on the audience, using GCPS Third Party Vendor Approval process. Be aware of any age restrictions that might exist for tools.

* AI for Academic Purposes: Teachers and school leaders are responsible for clarifying appropriate or prohibited uses of AI tools in the classroom. Teachers might allow the limited use of generative AI on entire assignments, parts of assignments, or not at all. Guidance may change based on assignments and learning goals but should be clearly communicated.

* AI Output Review: Always review and critically assess outputs from AI tools before acting or disseminating information. Be sure that pedagogical uses of AI are aligned with research-based practices. Never rely solely on AI-generated content without review.

* Bias and Misinformation: Be aware that AI-generated content may possess biases or inaccuracies. Always verify AI-produced results using trusted sources and understand the limitations of AI.

* Safety and Respect: Users must not use AI tools to create or propagate harmful, misleading, or inappropriate content.

Opportunities for AI Use:

* Aid Productivity: Staff might harness AI to generate ideas or examples for specific tasks or lesson planning, like communication, question prompts, strategy ideas, rubric templates.

* Communication: AI can offer real-time translation, correct writing mistakes, clarify messages, or draft and refine communications.

* Thought Partner: Staff might use AI to help clarify, summarize, or even analyze their own ideas in development.

* Continuous Professional Development: AI can guide educators by recommending teaching and learning strategies based on student needs, personalizing professional development to staff needs and interests, suggesting collaborative projects between subjects or teams, and offering simulation-based training scenarios such as teaching a lesson or interviewing potential candidates.

* Research and Resource Compilation: AI can help educators by recommending books or articles relevant to a lesson and updating teachers on teaching techniques, research, and methods.

* Operational Efficiency: Staff might use AI tools to support school operations and streamline administrative processes, including scheduling courses, automating inventory management, increasing energy savings, and generating performance reports.

Prohibited AI Use:

* Societal Bias: AI tools trained on human data will inherently reflect societal biases in the data. Risks include reinforcing stereotypes, recommending inappropriate educational interventions, or making discriminatory evaluations, such as falsely reporting plagiarism by non-native English speakers. Humans must review and evaluate all AI-generated outputs before use.

* Diminishing Student and Teacher Agency and Accountability: While generative AI presents useful assistance to amplify staff capabilities and reduce teacher workload, these technologies will not be used to supplant the role of human educators in instructing and nurturing students. The core practices of teaching, mentoring, assessing, and inspiring learners will remain the teacher's responsibility in the classroom. AI is a tool to augment human judgment, not replace it. Teachers and staff must review and critically reflect on all AI-generated content before use, thereby keeping "humans in the loop."

* Compromising Ethics and Privacy: Staff should not use AI in ways that compromise staff or student privacy or lead to unauthorized data collection, as this violates privacy laws and our system's ethical principles. Staff should never enter personal identifiable information into AI tools.

* Noncompliance with Existing Policies: Staff should follow Third Party Vendor policies and approved tools list, especially when supporting student use of AI tools. We will evaluate AI tools for compliance with all relevant policies and regulations, such as privacy laws and data governance policies. Be sure to check the approval details as not all tools are approved for all ages or audiences.

AI is impacting the workforce across industries, and the responsible, effective, and ethical use of AI is an important skill set for students to have in college and in their careers. Parents play an important role in guiding and monitoring student use of technology, including AI. We encourage parents to discuss and, perhaps, learn with their students as they learn to be critical users of AI over their learning experience. Parents can leverage guidance from this document, the GCPS Responsible Use of Technology student policy, and external resources like Common Sense Media to learn more about responsible AI use. In addition to the Guiding Principles of this document, parents might consider the following:

* Explore Generative AI Tools for Yourself: Try using tools, like ChatGPT or Google Gemini, to better understand these tools as well as the opportunities and risks they present. You can share your experiences with your students and discuss how these tools work.

* Monitor and model: It is important to supervise your students' use of AI tools, especially if they are younger. It is great to monitor the tools they are using and model safe and responsible use for them. Not all AI tools are appropriate for all ages.

* Clarify Goals: Work with your students to understand how they might be using AI and what guidance or expectations their teachers set for their work. AI can be a great tool to support learning or productivity, but students must still practice their critical thinking, creativity, and collaboration skills.

* Respect Copyright and Plagiarism Rules: Remind students to follow teacher guidance and discourage any use of AI that might lead to plagiarism. Students should always credit any work or source that is not their own.

* Establish Expectations for Use and Communication at Home: Just like any technology, it is important to set clear expectations for when and how you want students to engage with AI at home. Maintain open and honest communication about AI.

* Model Adaptability: AI continues to evolve, and how we use it and what we know will evolve as well. Be prepared to adapt as you gain experience and learn with your student.

Who to Contact in GCPS:

Topic

Contact

Understanding school or classroom specific guidance or expectations around AI use for students

School administrator or teacher

Relevant Board Policies or Procedures

Office of Administration and Policy

Third-Party approvals of AI tools

Department of Data Governance

Leveraging AI as an instructional or productivity technology tool

Department of Instructional Technology and Innovation

Understanding content-specific AI tools or guidance

Division of Teaching and Learning, curriculum offices

AI Pathway and AI-Ready Learning

Office of AI and Computer Science

Sources:

Portions of this guidance were inspired or adapted from the following sources:

Additional Learning Resources:

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gcps human-centered artificial intelligence (ai)

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GCPS Human-Centered Artificial Intelligence (AI) - Gwinnett County Public Schools

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GCPS Human-Centered Artificial Intelligence (AI) - Gwinnett County Public Schools

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This is the task I referenced in my vlog. I used AI as my thought partner to give me a jumping off point. Providing specificities to produce the product you want is a must.

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2nd_Unit 1 (2.c, 2.d, 2.e)_T_Workout of the day

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This article supports the challenges of AI, but I did not realize how many ed tech tools school districts manage...2500 is the average!

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K–12 Experts Share How to Best Embrace AI in Schools

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As artificial intelligence tools become ubiquitous, districts must make critical decisions that could reshape teaching and learning for years to come.

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Who knew how powerful this space could be and the 21st century skills that are embedded within these spaces!

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This was a succinct video clip describing the benefits of maker spaces for Kindergarten-2nd students.

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Learning Problem Solving and Growth Mindset in a Makerspace

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Makerspaces build students' cognitive abilities while fostering independence, perseverance, and self-regulation.

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I have seen the majority of the schools I support have access to 3d printers in their buildings. I wanted to know more about this tool and how it can be used to fullest extent to support math content. The way I see 3d printers currently used to support math is mostly limited to geometry and some measurement standards. But wow...Jillian Dale does a great job modeling how 3d printers can be used with multiple math domains!

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Using 3D Printer to Build Number Sense with Jillian Dale

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This podcast is student-run in a school that I support. Some episodes include expectations for future 1st graders, student council, and PSAs.

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Episode 1: School & Classroom Expectations

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Teachers CAN engage students in makerspaces without all of the high-end technology. I thought these were some simple projects schools could start with if they were interested in getting started with makerspaces.

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There are a wide variety of low-tech making projects that are sure to get the wheels of creativity turning for your students.

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I asked my 24 year-old daughter if she had heard of brain computer interspace and her response was, “No, but it sounds like the human version of AI.” I don’t think she’s off base with that comment.

Brain computer interface is something I knew very little about. Here's what I thought I knew about it...1. I didn't know this label existed. 2. I thought this technology was just tied to automated wheelchairs, such as Stephen Hawking's. 3. I had "heard" this type of technology could help people that were paralyzed. I could go on about my inadequate thinking....BUT the capacity of this technology is mindblowing!

Do I think BCI technology has the capacity to change the lives of people, YES! But at what costs? I found this article on World Economic Forum: "The brain computer interface market is growing - but what are the risks?" The risks cited here are some I hadn't thought of...brain tapping! This happens when an attack compromises confidentialities of people, such as their religious beliefs, their political beliefs, their emotions! So much for confidentiality! Terroism is another risk...this data can be hijacked and used against us as a country. My hope is that, although noted in the article, what is being done to ward off such things and is it enough? I guess we won't know until it happens.

If this technology were offered to the general public masses, would I partake in it? My answer...NO! I don't want anyone to know my private thoughts and I certainly don't want to know anyone elses! Funny or not, I think about shopping and how easily Amazon assists so many people and companies at the touch of a finger. But what if I thought about what I wanted versus what I needed...what would happen to my financials? And that's another thing...I don't want anyone knowing about my personal finances because I'm thinking about paying my tuition or my child's tuition.

Needless to say, I'm more leary of this technology and the opportunity that exists with it becoming mainstreamed. I do believe in its good within the medical field and even gaming field - some amazing gaming experiences could be found within this technology, but right now, I'm going to pass on BCI.

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This article that I referenced in my reflection really made me a bit nervous about all of the BCI possible capabilities.

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Brain computer interface is growing but what are the risks?

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The brain computer interface market is growing with diverse applications from medicine to gaming but there are critical cybersecurity risks as well.

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My husband runs autistic facilities in GA and TN and I wondered how BCI technology could positively impact ASD students.

Yes, the technology can help ASD studnets in areas such as VR-based therapies can support brain adaptation and improve cognitive functioning such as students' memory or motor skills, to name a few. This article also presented a different perspective...the parents of autistic children. This technology and educate parents and those that support ASD students. BCI could model a day in the life of their child, their experiences, their thoughts, which could lead to a better understanding of their child/student.

BCI does have endless possiblities for the good.

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Non-Invasive BCI-VR Applied Protocols as Intervention Paradigms on School-Aged Subjects with ASD: A Systematic Review

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This paper aims to highlight non-invasive BCI-VR applied protocols as intervention paradigms on school-aged subjects with ASD. Computer-based interventions are considered appropriate for users with ASD as concentration on a screen reduces other…

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Suno is really cool! I love the tone AI used to create this lesson planning blues tune. As Dr. Greer noted in the video I would actually listen to this artist outside of Suno. But what a great tool for teachers to manage their classroom routines and procedures or even assign the use of this tool to create a song for homework. Students could use it to create songs with topics that are challenging for them or ones to teach their peers about a particular concept. What a great tool!

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This is another tremendously useful tool for educators. I created a Notebook, Fact Fluency Without Fear: Learning Math Facts with Number Sense. The chat bot created a timeline of basic facts instruction, wrote a 5 day lesson plan for a specific strategy, suggested activities to support the instruction as well as ways to formatively assess students' acquisition addition facts. I also used the FAQ feature. There are so many uses for a tool such as NotebookLM. For example, teachers could provide a prompt, based on content taught, and students, or assigned groups, create a product, such as an FAQ document for their class. Teachers could differentiate for their students, or set groups of students, by desinating or uploading a set of resources, to support this work. Learning how to use these tools most effectively will take time but teachers will benefit greatly from it.

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Not your computer? Use Private Browsing windows to sign in. Learn more about using Guest mode

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3rd Grade Geometry Misconceptions

For the past several years, one of my responsibilitites as a county Math Coach was to write an "If/Then" document for misconceptions. For example, "if" a student exhibited "x" misconception, "then" I would write how best to reteach or circumvent that particular misconception. Well, who knew that I could of had a jumping off point with MagicSchool. I have changed grade levels and I plan to enlist the support of the Misconception AI tool in my work with misconceptions moving forward.

My first experience with MagicSchool was in our first AI assignment. This tool is truly amazing. So much so, that at our county-wide 2-day math professional learning conference, AI was a choice session teachers could attend and MagicSchool was the tool that was highlighted and the teachers got to explore. I'm assuming this was many teachers first experience with Magic School in my district. If used effeciently and effectively, I think the teachers I support in schools will LOVE this tool! It's just a matter of taking the time to explore this resource as we have done in our class.

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Classroom Management

I used both MagicSchool and Napkin AI to develop this resource in a matter of minutes! I often work with teachers where the lack of classroom management impedes instruction. I worked with one teacher this past year, and she always spoke over her students and they were not listening to her at all. I put that particular situation into the Classroom Management tool on Magic School and it listed several options along with "tips and advice." The product that was presented is a starting place with the teacher and work together to tweak it and make it fit her classroom needs.

After exploring Napkin AI, I uploaded the text for the classroom management examples and created images for each part of the classroom management plan suggested by MagicSchool. The text and images are embedded in this one document.

I've learned that all of these tools, once you explore them are amazing resources for our teachers. My hope is that it takes some things off of a teacher's to do list. My fear is that these tools could easily supplant a teacher's thinking and decision making in their classrooms.

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Classroom Management Issue_Teacher talking over students_MagicSchool & Napkin AI.docx

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I found it interesting through my research, that no matter which companies, schools, individuals, etc., the good and the bad of AI are similar. The articles provided by Dr. Greer supported these same concerns but took it further regarding the responsibilities of AI use in districts and schools. It is up to us as educators to teach our students to be good stewards of AI.

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AI and the changing landscape of eduction

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AI and the changing landscape of eduction

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This TEDx Talk was quite interesting and how the presenter connected the common use of AI to education. She brought several perspective of AI I had not considered. "This version of ChatGPT is the weakest, most rudimentary articial intelligence of its kind our student will ever use." That is a scary thought...how will AI change between now and the end of year, next year? Another point that resonated with me was this...if educators are blocking the use of technology in schools, how are we preparing our students for 21st centry workforce?

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Should we let students use ChatGPT? | Natasha Berg | TEDxSioux Falls

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I believe the information found on my county's website about AI is insightful. It discusses our focus as a county to prepare our students to be future ready. On this page, you will also find an AI Learning Framework designed by GCPS and the components of framework. It embraces the use of AI by our students and teachers.

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Artificial Intelligence and Computer Science - Gwinnett County Public Schools

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Artificial Intelligence and Computer Science - Gwinnett County Public Schools

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As noted in the articles provided by Dr. Greer, distrcits and schools must define how AI is to be used throughout their system/school. Tthis webpage provides my county's expecations for the use of AI. It also provides guidance for its use by students and teachers as well as parents.

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GCPS AI Position: A Human-Centered Approach

AI is rapidly impacting the workforce, society, and even education. GCPS students and staff must be future-ready by understanding AI and demonstrating responsible and ethical use of AI. This guide is meant to communicate the principles we honor when making decisions around AI use and provide practical guidance and expectations. As AI evolves, the guidance around its use will as well. We believe that AI use should always include human oversight, including inquiry, reflection, insight, and empowerment. AI can be a useful tool to augment and enhance our work and learning, but humans must be in the loop regarding use and decision-making. We believe that an important element of future readiness for the GCPS community is to be responsible, ethical, and critical when leveraging AI tools.

GCPS Guidance for AI Use

Artificial Intelligence, or AI, refers to computer systems that are trained with data to automate tasks normally requiring human intelligence. Types of AI range from systems doing specific tasks, like recommending movies or auto-correcting typing errors, to more advanced forms that can generate new content or predict future outcomes. Figure 1 defines the general differences between reactive, predictive, and generative AI. AI is also behind self-driving cars and digital assistants like Siri or Alexa. AI uses data and algorithms to generate decisions, predictions, or content. Essentially, AI allows machines to learn, adapt, and perform tasks like humans, often more quickly and accurately. It's a rapidly evolving technology that's already a part of our everyday lives (ISTE, 2023).

* Student and Staff Agency: AI tools can provide recommendations or enhance decision-making,
but staff and students will serve as "critical consumers" to inform and lead the use of AI in
responsible and ethical ways. AI can never replace the role or value that educators play in student
development and nurture.

* Equitable and Inclusive: All students should have access to meaningful and age-appropriate AI
tools that are vetted, approved, and inclusively designed with all students in mind.

* Safe and Secure: Students and staff should not be put at increased risk by using AI, nor should
their personally identifying information be unlawfully shared. We will evaluate both the risks and
opportunities of AI.

* Continuous Evaluation: AI and technologies are evolving rapidly, and GCPS commits to frequent
and regular reviews of use and updates of our policies, procedures, and practices.

* Humans Enhanced by Machines: All use of AI should ultimately provide a positive experience with
intentional use in teaching, learning, and operations. AI should aid in or enhance (not replace)
decision-making, creativity, learning, development, growth, and productivity. Humans should be in
the loop for all uses of AI.

* Transparent and Informed: While many AI systems may be complex to understand at a technical
level, students and staff should be AI literate by understanding (at a general level) how AI works
and why it produces the results that it does. AI products should be clear about how their tools are
developed and how outputs are generated.

* Advancing Academic Integrity: Honesty, trust, fairness, respect, and responsibility continue to be
expectations for both students and staff. Students and staff should be truthful in giving credit to
sources and tools and be honest in presenting work that is genuinely their own for evaluation and
feedback.

It is important for students to develop an understanding of how AI tools are developed and why they create the results that they do. Students should be critical users of AI, evaluating if and how AI should be used in different settings. Students follow the GCPS Acceptable Use Policy for Students and should follow their teachers' guidance on the use of AI tools and ask for clarity before using if they are unsure.

Need to Know:

* Evaluating AI Tools: Students should use AI tools with the guidance of trusted adults. Students should evaluate the purpose, safety, and trustworthiness of AI tools before use. Not all AI tools are approved or appropriate for all ages, so be sure to check with your teacher or parent first.

* AI for Academic Purposes: Prior to use, refer to teacher guidance on the appropriate use of AI tools in academic settings. Guidance may change based on assignments and learning goals. Be sure to cite your use of AI.

* AI Output Review: Always review and critically assess outputs from AI tools before submission or dissemination. Students should never rely solely on AI-generated content without review.

* Bias and Misinformation: Be aware that AI-generated content may possess biases or inaccuracies. Always verify AI-produced results using trusted sources before considering them in academic work.

* Safety and Respect: Users must not use AI tools to create or propagate harmful, misleading, or inappropriate content.

Opportunities for AI Use:

* Aid Creativity: Students might harness generative AI to spark creativity across diverse subjects, including writing, visual arts, and music composition.

* Collaboration: Generative AI tools can support students in group projects by contributing concepts, supplying research support, and identifying relationships between varied information.

* Communication: AI can offer students real-time translation, personalized language exercises, and interactive dialogue simulations. It can also help students consider different ways or tones in which they might communicate an idea or message.

* Additional Practice and Learning: AI can help generate personalized study materials, summaries, quizzes, and visual aids, help students organize thoughts and content, and help review content.

* Thought Partner: Students may use AI to help clarify, summarize, or even analyze their own ideas in development.

Prohibited AI Use:

* Bullying/harassment: Using AI tools to impersonate others for bullying, harassment, or any form of intimidation is strictly prohibited. All users are expected to employ these tools solely for educational purposes, upholding values of respect, inclusivity, and academic integrity at all times.

* Overreliance: It is important not to become too dependent on AI tools. These tools lack human insight or understanding of specific situations. Students must continue to practice critical thinking by reviewing and evaluating outputs generated by AI before use. Use of AI should be meaningful and responsible.

* Plagiarism, Cheating, and Misrepresentation: Students should not copy from any source, including generative AI, without prior approval and adequate documentation. Any work that has portions created or sourced from AI and is presented as a student's original work without citation and/or teacher-approved use of AI is considered plagiarism. Students should always follow teacher guidance on the use of AI and cite their use of AI, when use is allowed. Students should also refrain from using AI to misuse intellectual property or misrepresent the likeness of others.

It is important for staff to develop an understanding of how AI tools are developed and why they create the results that they do. Staff should be critical users of AI, evaluating if and how AI should be used in different settings. Staff are also responsible for modeling responsible and ethical use of AI and adhering to all relevant laws and policies. Staff members should refer to the GCPS Staff Acceptable Use of Technology policy and other supporting resources on the GCPS AI Resource Center for additional information. Teachers and school leaders should provide guidance and expectations to students on if, how, and when they can use safe AI tools in their learning. Reference Third-Party
Vendor or the Staff AI Resource Center to determine if a tool is approved for use.

Need to Know:

* Evaluating AI Tools: Staff should evaluate the purpose, safety, and trustworthiness of AI tools before use. Any AI tools should be approved, based on the audience, using GCPS Third Party Vendor Approval process. Be aware of any age restrictions that might exist for tools.

* AI for Academic Purposes: Teachers and school leaders are responsible for clarifying appropriate or prohibited uses of AI tools in the classroom. Teachers might allow the limited use of generative AI on entire assignments, parts of assignments, or not at all. Guidance may change based on assignments and learning goals but should be clearly communicated.

* AI Output Review: Always review and critically assess outputs from AI tools before acting or disseminating information. Be sure that pedagogical uses of AI are aligned with research-based practices. Never rely solely on AI-generated content without review.

* Bias and Misinformation: Be aware that AI-generated content may possess biases or inaccuracies. Always verify AI-produced results using trusted sources and understand the limitations of AI.

* Safety and Respect: Users must not use AI tools to create or propagate harmful, misleading, or inappropriate content.

Opportunities for AI Use:

* Aid Productivity: Staff might harness AI to generate ideas or examples for specific tasks or lesson planning, like communication, question prompts, strategy ideas, rubric templates.

* Communication: AI can offer real-time translation, correct writing mistakes, clarify messages, or draft and refine communications.

* Thought Partner: Staff might use AI to help clarify, summarize, or even analyze their own ideas in development.

* Continuous Professional Development: AI can guide educators by recommending teaching and learning strategies based on student needs, personalizing professional development to staff needs and interests, suggesting collaborative projects between subjects or teams, and offering simulation-based training scenarios such as teaching a lesson or interviewing potential candidates.

* Research and Resource Compilation: AI can help educators by recommending books or articles relevant to a lesson and updating teachers on teaching techniques, research, and methods.

* Operational Efficiency: Staff might use AI tools to support school operations and streamline administrative processes, including scheduling courses, automating inventory management, increasing energy savings, and generating performance reports.

Prohibited AI Use:

* Societal Bias: AI tools trained on human data will inherently reflect societal biases in the data. Risks include reinforcing stereotypes, recommending inappropriate educational interventions, or making discriminatory evaluations, such as falsely reporting plagiarism by non-native English speakers. Humans must review and evaluate all AI-generated outputs before use.

* Diminishing Student and Teacher Agency and Accountability: While generative AI presents useful assistance to amplify staff capabilities and reduce teacher workload, these technologies will not be used to supplant the role of human educators in instructing and nurturing students. The core practices of teaching, mentoring, assessing, and inspiring learners will remain the teacher's responsibility in the classroom. AI is a tool to augment human judgment, not replace it. Teachers and staff must review and critically reflect on all AI-generated content before use, thereby keeping "humans in the loop."

* Compromising Ethics and Privacy: Staff should not use AI in ways that compromise staff or student privacy or lead to unauthorized data collection, as this violates privacy laws and our system's ethical principles. Staff should never enter personal identifiable information into AI tools.

* Noncompliance with Existing Policies: Staff should follow Third Party Vendor policies and approved tools list, especially when supporting student use of AI tools. We will evaluate AI tools for compliance with all relevant policies and regulations, such as privacy laws and data governance policies. Be sure to check the approval details as not all tools are approved for all ages or audiences.

AI is impacting the workforce across industries, and the responsible, effective, and ethical use of AI is an important skill set for students to have in college and in their careers. Parents play an important role in guiding and monitoring student use of technology, including AI. We encourage parents to discuss and, perhaps, learn with their students as they learn to be critical users of AI over their learning experience. Parents can leverage guidance from this document, the GCPS Responsible Use of Technology student policy, and external resources like Common Sense Media to learn more about responsible AI use. In addition to the Guiding Principles of this document, parents might consider the following:

* Explore Generative AI Tools for Yourself: Try using tools, like ChatGPT or Google Gemini, to better understand these tools as well as the opportunities and risks they present. You can share your experiences with your students and discuss how these tools work.

* Monitor and model: It is important to supervise your students' use of AI tools, especially if they are younger. It is great to monitor the tools they are using and model safe and responsible use for them. Not all AI tools are appropriate for all ages.

* Clarify Goals: Work with your students to understand how they might be using AI and what guidance or expectations their teachers set for their work. AI can be a great tool to support learning or productivity, but students must still practice their critical thinking, creativity, and collaboration skills.

* Respect Copyright and Plagiarism Rules: Remind students to follow teacher guidance and discourage any use of AI that might lead to plagiarism. Students should always credit any work or source that is not their own.

* Establish Expectations for Use and Communication at Home: Just like any technology, it is important to set clear expectations for when and how you want students to engage with AI at home. Maintain open and honest communication about AI.

* Model Adaptability: AI continues to evolve, and how we use it and what we know will evolve as well. Be prepared to adapt as you gain experience and learn with your student.

Who to Contact in GCPS:

Topic

Contact

Understanding school or classroom specific guidance or expectations around AI use for students

School administrator or teacher

Relevant Board Policies or Procedures

Office of Administration and Policy

Third-Party approvals of AI tools

Department of Data Governance

Leveraging AI as an instructional or productivity technology tool

Department of Instructional Technology and Innovation

Understanding content-specific AI tools or guidance

Division of Teaching and Learning, curriculum offices

AI Pathway and AI-Ready Learning

Office of AI and Computer Science

Sources:

Portions of this guidance were inspired or adapted from the following sources:

Additional Learning Resources:

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gcps human-centered artificial intelligence (ai)

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GCPS Human-Centered Artificial Intelligence (AI) - Gwinnett County Public Schools

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GCPS Human-Centered Artificial Intelligence (AI) - Gwinnett County Public Schools

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AI Isn't the Problem - Lack of Ethics Is

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AI Isn't the Problem - Lack of Ethics Is

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The website, Modern Diplomacy, reiterated many of the same ethical concerns regarding general use of AI.

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This article highlighted the pros can cons of AI being used in education.

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Generative AI has opened up a whole new world to administrators, educators, and students. The power of AI is undeniable, and understanding the pros and cons of artificial intelligence in education is essential for making informed decisions. To best use AI in schools, teachers and administrators need to know AI’s advantages and challenges.

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This article from the Harvard Gazette presented ethical use of AI in business.

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Illustration by Ben Boothman

Second in a four-part series that taps the expertise of the Harvard community to examine the promise and potential pitfalls of the rising age of artificial intelligence and machine learning, and how to humanize them.
For decades, artificial intelligence, or AI, was the engine of high-level STEM research. Most consumers became aware of the technology's power and potential through internet platforms like Google and Facebook, and retailer Amazon. Today, AI is essential across a vast array of industries, including health care, banking, retail, and manufacturing.

Also in the series

But its game-changing promise to do things like improve efficiency, bring down costs, and accelerate research and development has been tempered of late with worries that these complex, opaque systems may do more societal harm than economic good. With virtually no U.S. government oversight, private companies use AI software to make determinations about health and medicine, employment, creditworthiness, and even criminal justice without having to answer for how they're ensuring that programs aren't encoded, consciously or unconsciously, with structural biases.

Its growing appeal and utility are undeniable. Worldwide business spending on AI is expected to hit $50 billion this year and $110 billion annually by 2024, even after the global economic slump caused by the COVID-19 pandemic, according to a forecast released in August by technology research firm IDC. Retail and banking industries spent the most this year, at more than $5 billion each. The company expects the media industry and federal and central governments will invest most heavily between 2018 and 2023 and predicts that AI will be "the disrupting influence changing entire industries over the next decade."

"Virtually every big company now has multiple AI systems and counts the deployment of AI as integral to their strategy," said Joseph Fuller, professor of management practice at Harvard Business School, who co-leads Managing the Future of Work, a research project that studies, in part, the development and implementation of AI, including machine learning, robotics, sensors, and industrial automation, in business and the work world.

Early on, it was popularly assumed that the future of AI would involve the automation of simple repetitive tasks requiring low-level decision-making. But AI has rapidly grown in sophistication, owing to more powerful computers and the compilation of huge data sets. One branch, machine learning, notable for its ability to sort and analyze massive amounts of data and to learn over time, has transformed countless fields, including education.

Firms now use AI to manage sourcing of materials and products from suppliers and to integrate vast troves of information to aid in strategic decision-making, and because of its capacity to process data so quickly, AI tools are helping to minimize time in the pricey trial-and-error of product development - a critical advance for an industry like pharmaceuticals, where it costs $1 billion to bring a new pill to market, Fuller said.

Health care experts see many possible uses for AI, including with billing and processing necessary paperwork. And medical professionals expect that the biggest, most immediate impact will be in analysis of data, imaging, and diagnosis. Imagine, they say, having the ability to bring all of the medical knowledge available on a disease to any given treatment decision.

In employment, AI software culls and processes resumes and analyzes job interviewees' voice and facial expressions in hiring and driving the growth of what's known as "hybrid" jobs. Rather than replacing employees, AI takes on important technical tasks of their work, like routing for package delivery trucks, which potentially frees workers to focus on other responsibilities, making them more productive and therefore more valuable to employers.

"It's allowing them to do more stuff better, or to make fewer errors, or to capture their expertise and disseminate it more effectively in the organization," said Fuller, who has studied the effects and attitudes of workers who have lost or are likeliest to lose their jobs to AI.

"Can smart machines outthink us, or are certain elements of human judgment indispensable in deciding some of the most important things in life?"

- Michael Sandel, political philosopher and Anne T. and Robert M. Bass Professor of Government

Though automation is here to stay, the elimination of entire job categories, like highway toll-takers who were replaced by sensors because of AI's proliferation, is not likely, according to Fuller.

"What we're going to see is jobs that require human interaction, empathy, that require applying judgment to what the machine is creating [will] have robustness," he said.

While big business already has a huge head start, small businesses could also potentially be transformed by AI, says Karen Mills '75, M.B.A. '77, who ran the U.S. Small Business Administration from 2009 to 2013. With half the country employed by small businesses before the COVID-19 pandemic, that could have major implications for the national economy over the long haul.

Rather than hamper small businesses, the technology could give their owners detailed new insights into sales trends, cash flow, ordering, and other important financial information in real time so they can better understand how the business is doing and where problem areas might loom without having to hire anyone, become a financial expert, or spend hours laboring over the books every week, Mills said.

One area where AI could "completely change the game" is lending, where access to capital is difficult in part because banks often struggle to get an accurate picture of a small business's viability and creditworthiness.

"It's much harder to look inside a business operation and know what's going on" than it is to assess an individual, she said.

Information opacity makes the lending process laborious and expensive for both would-be borrowers and lenders, and applications are designed to analyze larger companies or those who've already borrowed, a built-in disadvantage for certain types of businesses and for historically underserved borrowers, like women and minority business owners, said Mills, a senior fellow at HBS.

But with AI-powered software pulling information from a business's bank account, taxes, and online bookkeeping records and comparing it with data from thousands of similar businesses, even small community banks will be able to make informed assessments in minutes, without the agony of paperwork and delays, and, like blind auditions for musicians, without fear that any inequity crept into the decision-making.

"All of that goes away," she said.

A veneer of objectivity

Not everyone sees blue skies on the horizon, however. Many worry whether the coming age of AI will bring new, faster, and frictionless ways to discriminate and divide at scale.

"Part of the appeal of algorithmic decision-making is that it seems to offer an objective way of overcoming human subjectivity, bias, and prejudice," said political philosopher Michael Sandel, Anne T. and Robert M. Bass Professor of Government. "But we are discovering that many of the algorithms that decide who should get parole, for example, or who should be presented with employment opportunities or housing ... replicate and embed the biases that already exist in our society."

"If we're not thoughtful and careful, we're going to end up with redlining again."

- Karen Mills, senior fellow at the Business School and head of the U.S. Small Business Administration from 2009 to 2013

AI presents three major areas of ethical concern for society: privacy and surveillance, bias and discrimination, and perhaps the deepest, most difficult philosophical question of the era, the role of human judgment, said Sandel, who teaches a course in the moral, social, and political implications of new technologies.

"Debates about privacy safeguards and about how to overcome bias in algorithmic decision-making in sentencing, parole, and employment practices are by now familiar," said Sandel, referring to conscious and unconscious prejudices of program developers and those built into datasets used to train the software. "But we've not yet wrapped our minds around the hardest question: Can smart machines outthink us, or are certain elements of human judgment indispensable in deciding some of the most important things in life?"

Panic over AI suddenly injecting bias into everyday life en masse is overstated, says Fuller. First, the business world and the workplace, rife with human decision-making, have always been riddled with "all sorts" of biases that prevent people from making deals or landing contracts and jobs.

When calibrated carefully and deployed thoughtfully, resume-screening software allows a wider pool of applicants to be considered than could be done otherwise, and should minimize the potential for favoritism that comes with human gatekeepers, Fuller said.

Sandel disagrees. "AI not only replicates human biases, it confers on these biases a kind of scientific credibility. It makes it seem that these predictions and judgments have an objective status," he said.

In the world of lending, algorithm-driven decisions do have a potential "dark side," Mills said. As machines learn from data sets they're fed, chances are "pretty high" they may replicate many of the banking industry's past failings that resulted in systematic disparate treatment of African Americans and other marginalized consumers.

"If we're not thoughtful and careful, we're going to end up with redlining again," she said.

A highly regulated industry, banks are legally on the hook if the algorithms they use to evaluate loan applications end up inappropriately discriminating against classes of consumers, so those "at the top levels" in the field are "very focused" right now on this issue, said Mills, who closely studies the rapid changes in financial technology, or "fintech."

"They really don't want to discriminate. They want to get access to capital to the most creditworthy borrowers," she said. "That's good business for them, too."

Oversight overwhelmed

Given its power and expected ubiquity, some argue that the use of AI should be tightly regulated. But there's little consensus on how that should be done and who should make the rules.

Thus far, companies that develop or use AI systems largely self-police, relying on existing laws and market forces, like negative reactions from consumers and shareholders or the demands of highly-prized AI technical talent to keep them in line.

"There's no businessperson on the planet at an enterprise of any size that isn't concerned about this and trying to reflect on what's going to be politically, legally, regulatorily, [or] ethically acceptable," said Fuller.

Firms already consider their own potential liability from misuse before a product launch, but it's not realistic to expect companies to anticipate and prevent every possible unintended consequence of their product, he said.

Few think the federal government is up to the job, or will ever be.

"The regulatory bodies are not equipped with the expertise in artificial intelligence to engage in [oversight] without some real focus and investment," said Fuller, noting the rapid rate of technological change means even the most informed legislators can't keep pace. Requiring every new product using AI to be prescreened for potential social harms is not only impractical, but would create a huge drag on innovation.

"I wouldn't have a central AI group that has a division that does cars, I would have the car people have a division of people who are really good at AI."

- Jason Furman, a professor of the practice of economic policy at the Kennedy School and a former top economic adviser to President Barack Obama

Jason Furman, a professor of the practice of economic policy at Harvard Kennedy School, agrees that government regulators need "a much better technical understanding of artificial intelligence to do that job well," but says they could do it.

Existing bodies like the National Highway Transportation Safety Association, which oversees vehicle safety, for example, could handle potential AI issues in autonomous vehicles rather than a single watchdog agency, he said.

"I wouldn't have a central AI group that has a division that does cars, I would have the car people have a division of people who are really good at AI," said Furman, a former top economic adviser to President Barack Obama.

Though keeping AI regulation within industries does leave open the possibility of co-opted enforcement, Furman said industry-specific panels would be far more knowledgeable about the overarching technology of which AI is simply one piece, making for more thorough oversight.

While the European Union already has rigorous data-privacy laws and the European Commission is considering a formal regulatory framework for ethical use of AI, the U.S. government has historically been late when it comes to tech regulation.

"I think we should've started three decades ago, but better late than never," said Furman, who thinks there needs to be a "greater sense of urgency" to make lawmakers act.

Business leaders "can't have it both ways," refusing responsibility for AI's harmful consequences while also fighting government oversight, Sandel maintains.

"The problem is these big tech companies are neither self-regulating, nor subject to adequate government regulation. I think there needs to be more of both," he said, later adding: "We can't assume that market forces by themselves will sort it out. That's a mistake, as we've seen with Facebook and other tech giants."

Last fall, Sandel taught " Tech Ethics," a popular new Gen Ed course with Doug Melton, co-director of Harvard's Stem Cell Institute. As in his legendary "Justice" course, students consider and debate the big questions about new technologies, everything from gene editing and robots to privacy and surveillance.

"Companies have to think seriously about the ethical dimensions of what they're doing and we, as democratic citizens, have to educate ourselves about tech and its social and ethical implications - not only to decide what the regulations should be, but also to decide what role we want big tech and social media to play in our lives," said Sandel.

Doing that will require a major educational intervention, both at Harvard and in higher education more broadly, he said.

"We have to enable all students to learn enough about tech and about the ethical implications of new technologies so that when they are running companies or when they are acting as democratic citizens, they will be able to ensure that technology serves human purposes rather than undermines a decent civic life."
Next: The AI revolution in medicine may lift personalized treatment, fill gaps in access to care, and cut red tape. Yet risks abound.
Related

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AP Photo/Michael Dwyer

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Ethical concerns mount as AI takes bigger decision-making role

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Harvard experts examine the promise and potential pitfalls as AI takes a bigger decision-making role in more industries.

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I chose to reflect on ALT using both a written format as well as a video showing you ALT tool I have personal experience with.

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Adaptive Learning Q&A Written Reflection

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Part 2 of my reflection is showing you the ALT tool, iReady. It captures the tools I used with a teacher I supported this year and her students' growth was tremendous! See my coaching story with her below.

I worked with a 4th grade teacher this year…and saw the impact iReady adaptive learning technology advanced her students learning!

When this teacher administered the Diagnostic assessment in August only 18% of her students were showing “annual typical growth” which is normal because it was the beginning of the year and they were being assessed on 4th grade standards. The mid-year Diagnostic assessment showed that more than half of her class was making progress towards their annual typical growth of 100%. The EOY was shocking! 56% of her students achieved more than their yearly typical growth. These students met 113% of their typical growth goal! That means that almost 6 out of 10 students reached their yearly growth! Her principal asked me how she achieved this with her students so I told her our coaching story.

We worked together to analyze the data…the prerequisite reports for the standards assessed on the iReady Diagnostic assessment, her students’ formative assessment work, our county teacher-led small group resources for the standards, and the resources suggested by iReady. We used the data and planning resources to plan for her daily mandated intervention block. Based on the iReady and classroom formatives, we identified knowledge gaps and intentionally planned to address these gaps. The teacher consistently met with her students in teacher-led small groups and when the students were not with her, they were using assigned iReady resources for reteaching purposes. She was so proud of her students and the students themselves were beaming with confidence when I went back to visit after the EOY diagnostic. More than that, I was so proud of this teacher’s persistence in making sure her students were learning and didn’t let anything get in the way of this designated block of time! See explanation of the iReady prerequisite report here and it is linked on my padlet as part 2 of my ALT reflection.

Not losing the human side of instruction matters just as using the appropriate ALT tools to supplement and extend student learning matters! How this teacher intentionally used ALT had a tremendous impact on her students’ learning!

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My favorite report and resources using iReady ALT

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This is the adaptive learning tool, iReady, that is used in our county.

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i-Ready Learning is a collection of high-quality instructional resources that help students learn and grow by accessing grade-level materials. Grounded in best-practice instructional design, these tools provide rigorous and motivating reading and mathematics instruction that:

Engages students of all levels and backgrounds

Motivates students to persist in skill building

Provides scaffolded support that meets the needs of all students

Creates personal learning pathways for each student in i-Ready Personalized Instruction

Connects to i-Ready Diagnostic data so teachers can make informed teaching decisions

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i-Ready Learning | Instructional Resources for K-8

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i-Ready Learning's instructional resources help educators engage students and accelerate growth.

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I thought this short video captured the essence of adaptative learning. It is very easy to understand what adaptive learning is and how it works.

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adaptive learning and student impact management - - Video Search Results

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The search engine that helps you find exactly what you’re looking for. Find the most relevant information, video, images, and answers from all across the Web.

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So, bear with me...I used Google Vids that was shared with us, but you can certainly tell that I need more time with this tool. When I shared the Perplexity AI tool, I thought I was sharing my screen, but was not - oh well, things to keep learning. This course has been so helpful in experiencing and digging into AI and it's capacities, both good and bad.

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I wanted to be sure to have the explicit directions when I go back into Google Vids to explore it some more, so I linked Ashley's tutorial. (Guess ads are everywhere, even in Padlet.)

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I uploaded my original lesson into to both ChatGPT and MagicSchool. This document captures all of the tools' suggestions to enhance the lesson with technology for both teachers and students. I chose to create this lesson Curipod to explore it as a teacher and as a student.

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Suggestions for AI enhancements to lesson

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I decided to explore the Curipod AI Tool for enhancing this lesson. It was pretty cool. I listed the standard for what I was teaching and it "built" me an interactive lesson. However, I did have to edit and change some of the slides to match the problem types I requested. It was a bit cumbersome at first, but eventually I got the hang of it. It is very similar to Nearpod and took me back to the days of Covid!

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Math Adventures: Measuring Toy Car Distances - Curipod

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Free ready to play interactive lessons that sparks your students curiosity in the classroom

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The recorded presentation walks through the steps I took for completing this assignment, using the resources linked here. I also model how this tool works from both the teacher perspective and student perspective.