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MIT RAISE (Responsible AI for Social Empowerment and Education)

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RAISE has developed a wide range of learning units for K12 AI Literacy that are available under Creative Commons licensing

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Short-form info on AI Fundamentals

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Learn about the fundamentals of AI in just 5 minutes - from definitions, to examples, to ethical implications!

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Provides guided ways in which students can interact with AI algorithms & let it work for them.

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Creative intro to machine learning and AI that doesn’t require code.

Good for students with some creativity & tech skills - can offer a new spin on more traditional computer science tools.

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Train a computer to recognize your own images, sounds, & poses. A fast, easy way to create machine learning models for your sites, apps, and more - no expertise or coding required.

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AI will change the world. Who will change AI?

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Webquest-esque intro to the dangers of algorithms and how we have to approach them with care.

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The Most Likely Machine is an interactive learning prototype by Artefact designed to help pre-teens develop algorithmic literacy through play.

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Lesson plans and learning activities about AI.

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The number of artificial intelligence (AI) tools has grown significantly over the past few years. Some of the most popular tools are capable of creating seemingly original content, like images or text. Help students consider the ethical dilemmas of using AI to create content, and help them identify the appropriate use of these tools in a school setting.

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Artificial Intelligence: Is It Plagiarism? | Common Sense Education

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What is the impact of artificial intelligence on how we learn and create? Check out Artificial Intelligence: Is It Plagiarism?, a free digital citizenship lesson plan from Common Sense Education, to get your grade 9,10,11,12 students thinking critically and using technology responsibly to learn, create, and participate.

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Tools include: text leveler, rubric generator, text translator, multiple choice quiz generator, accommodation suggestions and MUCH MORE! Can even create AI resistant assignment suggestions.

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MagicSchool.ai - AI for teachers - lesson planning and more!

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Join over a million teachers saving hours of time using the #1 AI Platform for Education, MagicSchool, to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more!

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Generates presentations, documents, or webpages

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Export to Kahoot, Quizizz, Gimkit, Blooket, Google Slides, Google Forms, & Quizlet

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AI question generator. Input a reading and align standards or learning outcomes so the AI writes multiple choice, fill in the blank, short answer, and essential questions that can be exported to Kahoot, Quizziz, Google Forms, Microsoft Forms, Gimkit, Moodle, Canvas, Blooket, and Quizlet.

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Fast and easy to use tools for creating quizzes and formative assessments in a flash.

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Perplexity is a free AI-powered answer engine that provides accurate, trusted, and real-time answers to any question.

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Builds interactive lessons

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Curipod - Spark curiosity with interactive lessons

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

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Learn about AI, machine learning, training data, and bias, while exploring ethical issues and how AI can be used to address world problems. Computer science is about so much more than coding! Enjoy Code.org’s first step in a new journey to teach more about AI throughout our curriculum.

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ISTE offers free resources and guides for educators who are interested in learning about how artificial intelligence can empower learners at every level.

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Help test early-stage experiments to shape the future of technology, together.

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Help test early-stage experiments to shape the future of technology, together.

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Artificial intelligence tools are useful beyond language arts classes. Math teachers can use them to save time and create interesting lessons.

Harry Campbell / The iSpot

When ChatGPT hit the scene, we saw a surge of worry wash over our English and social studies teachers. How would this change the way they taught writing? For months, I pushed ChatGPT to the side and thought of it merely as a means to an end for supporting students with writing. Or as the English equivalent of Mathway -the program with which math educators have come to have a love-hate relationship because of its abilities to solve problems for students. But as with most new technologies, these two have their place in the classroom when used well.

Since its introduction, we've seen more educational uses for ChatGPT, particularly in terms of supporting the teacher and their seemingly endless duties, which had me wondering... could ChatGPT be used in math class?

Artificial intelligence (AI) provides math teachers with the means to answer every teacher's favorite question: "When am I ever going to need this?" Through use of specific prompting and sequencing of questions, math teachers can identify real-world connections to math topics they're teaching, connect those to student interests, and create a variety of instructional materials to use in the classroom.

AI as a Search Engine

Throughout the school year, you get to know your students-their interests and aspirations. Whether using formal surveys or general classroom observation, you've built up a repertoire of knowledge about what topics they find relevant and what sparks interest in your students the most. It's through this information that teachers can filter their results in ChatGPT.

Topic leading to interest: You can start with a broad question: "What are real-life applications of polynomials?" Then, filter which applications are most relevant to teenagers. From those suggestions, select ones that best align with your students' interests, such as computer graphics and video game design.

Interest leading to topic: You can start with a particular student interest, like buying a car for the first time, and ask AI to help you identify relevant content connections. You may be surprised to find out all the different content connections you can make. Don't let overwhelm stop you. Instead, you can use AI to help you create the instructional materials for you.

AI as a Math Content Creator

Now that you've homed in on the idea that you want to explore, it's time to create the lesson. Since you may not know the explicit connections between the math content and the topic very well yourself, you can use AI to help you create the content to turn this into an engaging experience for your students.

Question creator: At their most basic level, ChatGPT and other AI sources can help you write a series of word problems connecting your topic and content. These can be embedded into homework assignments, partner tasks, or warm-ups.

Tip for prompting AI: Include the general content topic or topics your students are interested in as well as the content topic or standard you're addressing.

Performance tasks: You can also use ChatGPT to explore creating a variety of performance tasks, where students are engaging in higher-order critical thinking skills to apply mathematics. You can create these with and without scaffolding, as I have done.

Projects: I've found that projects and project-based learning activities can be created in less than half the time it usually takes when I use AI. Easily outline a project, select criteria to be assessed, and have AI help write a rubric for your project. Then, just gather the materials and bring the project to life in your classroom! I created a project focused on geometry, art, and culture.

Inquiry-based activities: Growing students' critical thinking skills and their ability to use mathematics to problem-solve and analyze data is essential. AI can help you create inquiry-based activities to develop students' quantitative literacy skills. I used ChatGPT to create an activity based on the U.S. Census.

AI as a Math Lesson Designer

As with other content areas, I find that AI is a useful tool for mathematics teachers in creating lesson plans. Math teachers can use artificial intelligence to design essential questions; create a standards-aligned lesson plan complete with practice problems, remediation, and extension opportunities; and wrap up their lessons with exit tickets.

Tips for prompting AI: Begin with using AI to co-draft an essential question for a lesson. After you've established that, prompt AI to help provide example problems to jump-start your thinking. When you find an example you like, you can ask it how to create similar problems that would work to support remediation and extension opportunities for the lesson.

When designing standards-aligned lessons, it's important to consider the explicit component of rigor expressed in a standard when designing a lesson, as each type lends itself to different instructional models. AI supports teachers in designing lesson plans to address each aspect of rigor contained within a standard, thus providing a holistic approach to lesson design.

Tips for prompting AI: You can prompt AI to support you in developing a lesson plan structure for each emphasis of rigor addressed in your standard. Once you've identified that, AI can help you create a time-specific lesson plan to enact in your class with a particular emphasis on conceptual development, procedural skills, or applications of standards.

AI as an aid to Human Intelligence

While there's no doubt that AI has impressive potential to support math teachers in a variety of tasks, it's important to remember that it's the human touch that matters. Using AI as a springboard, teachers can then use their knowledge of their students' interests and skills to best design the lesson and activity to meet their students' needs. It's the teacher's ability to connect the students and the standards that makes the learning experience impactful, not the impressively quick way in which the lesson or activity was designed.

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Artificial intelligence tools are useful beyond language arts classes. Math teachers can use them to save time and create interesting lessons.

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Should schools ban or integrate generative AI in the classroom?

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Should schools ban or integrate generative AI in the classroom?

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Three approaches schools can take on AI (banning, integrating, place under review aka “watch & wait”) and the potential ramifications of each

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Should schools ban or integrate generative AI in the classroom? | Brookings

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Public schools are taking a variety of approaches to deal with the effects of generative AI on education, from banning to embracing AI tools.

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Is AI the Future of Education? (Stanford AI+ Education Summit)

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Is AI the Future of Education? (Stanford AI+ Education Summit)

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AI+Education Summit: Is AI the Future of Education?

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ChatGPT & Beyond: How to Handle AI in Schools

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ChatGPT & Beyond: How to Handle AI in Schools

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ChatGPT and Beyond: How to Handle AI in Schools | Common Sense Education

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Here’s what educators can do as this technology evolves.

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How Do We Use AI in the Classroom? (Fordham)

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How Do We Use AI in the Classroom? (Fordham)

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Students experiment with AI programs Blob Opera and Photomath at the beginning of the event. Photos by Bruce Gilbert Popular programs like can solve complex math problems, create original music and art, and write stories better than an actual person-and sound like one, too. This has triggered a big question among educators: How will AI affect assignments, assessments, and originality in the classroom?

On Feb. 7, Fordham's Graduate School of Education hosted a panel discussion at the Lincoln Center campus, "Threat or Opportunity? The Impact of AI on Education," where five experts explored how AI can impact students at all grade levels-and why sometimes, we learn better without fancy chatbots.

A Tool for Bilingual Learners

Artificial intelligence can provide personalized learning experiences for students, particularly bilingual learners, said Rogelio Fernández, Ph.D., GSE '95, an education consultant and adjunct professor at Fordham and CUNY. AI can not only provide multisensory engagement but also provide a low-risk environment where students can learn English, he said.

"They can put on headphones and listen to the English language, perhaps poems and songs, and take risks that they did not take in general classrooms where there are four, five students who are English speakers-who might make fun or bully them because of their accent or because of their incorrect grammar," said Fernandez.

AI can also be a time-saving tool, said Layla Munson, a New York City Department of Education administrator and GSE doctoral student in curriculum and instruction. It can generate a basic first draft of an assignment or project, which students can enhance, she said. In addition, AI could help students below grade level catch up with their peers.

Potential Perils of AI

However, one of the biggest issues with programs like ChatGPT is bias, said the experts. ChatGPT, for example, relies on data available to the general public in order to provide information to users. But the sourced data focuses on dominant voices, while leaving out the marginalized.

AI can also widen the educational divide for already marginalized students, said Nicole Zeidan, Ed.D., Fordham's assistant director of emerging educational technology and learning space design and an adjunct professor at GSE.

"Some of those digital divides can include the lack of access to the actual technology itself, a lack of internet connectivity ... the lack of devices ... biases in AI, and algorithms in data can have a lack of cultural sensitivities," said Zeidan. "The technology may not be able to understand certain perspectives or experiences in different cultures as well."

Why You Should Still Memorize Your Multiplication Tables

Edgar McIntosh, Ed.D., GSE '20, assistant superintendent for curriculum, instruction, and assessment at Scarsdale Public Schools, recalled a group of fifth graders who told him they wanted to get rid of homework-and for a legitimate reason. "Homework is so boring that I can just ask Alexa, and Alexa can [give me the answer]," said one boy.

We need to rethink some homework assignments, said McIntosh. But there is still value in asking students to do things like memorize their multiplication tables, rather than rely on a calculator. This builds a foundation of information inside our brains that we can convey at the tip of our tongue-sometimes, even faster than the time it takes to type a problem into a calculator, he said. From that knowledge, we can build a deeper and more complex understanding of how our world works.

The Singularity of the Human Voice

There is also value in writing essays without the help of artificial intelligence. ChatGPT can write an essay, but even middle school students can tell that it wasn't written by a person, said McIntosh.

"They knew, as eighth graders, that this essay lacked a real voice," said McIntosh, who spoke with students in his district that experimented with the chatbot. "It sounded a little canned, even if it was doing tricks and writing in certain styles. They were able to identify that it was lacking a certain human quality and that the machine does not have the sophistication yet-or may never have the sophistication-to provide the kind of nuance that a human being can."

Future of AI in Education

There are still big questions about using artificial intelligence in the classroom, said the experts. How do we train educators to use AI in the classroom? What do teachers do with the free time gained from efficiently using AI? Should AI be regulated, and if so, by whom? ("We cannot leave it in the hands of the industry. It didn't work out well with social media," quipped the event moderator, Robert Niewiadomski , an assistant clinical professor at GSE.)

AI also poses an important philosophical question, said Kevin Spinale , S.J., Ph.D., an assistant professor in curriculum and teaching at GSE: "We have to dwell on what this tool is and what its capacities are, but at the same time, to reconsider who are. ... We want, desperately, a human response, who hears what is important to us and responds to it in their own importance."

No matter how much our technology changes, it's important that we remember one thing-the unique power that each person possesses, said Munson.

"Our voices are powerful. We're going to leverage these tools in very responsible ways," she said. "And we're going to be better-together."

Technology for a New Generation of Teachers

About 50 people attended the panel, mostly students who are, or aim to be, educators themselves.

Onica Jackson, a GSE doctoral student and a sixth grade English teacher in Queens, New York, said she thought the event was a good introduction to helping students.

"Another big takeaway was the collaboration of teachers to start the conversation around it, but there are many limitations contingent on the equality of the use of AI," she said.

Gabriela Shpijati, FCRH '24, a psychology major in the five-year education track program with GSE, said she came to the event because she was interested in learning more about AI-one of the most significant forms of technology in her generation.

"I came into the event not knowing if I sided with AI or against it. But after learning more about it, I think it's mostly important to ... understand that it has to be used as an enhancer in order for the best results to come from it," she said.

The event was co-hosted by the Kappa Delta Pi honor society and GSE's , with support from Innovation in Curriculum and Instruction Ph.D. Program Diane Rodriguez, Ph.D., associate dean of GSE; Aida A. Nevárez-La Torre, Ed.D., chair of GSE's curriculum and teaching division; Annie George-Puskar, Ph.D., an assistant professor in curriculum and teaching; and event moderator Robert Niewiadomski, who leads the Kappa Delta Pi honor society committee that hosted the event. The panel is part of an inaugural GSE speaker series called Critical Issues and Contemporary Education, which will host events twice a year.

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How Do We Use Artificial Intelligence in the Classroom?

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Popular programs like ChatGPT can solve complex math problems, create original music and art, and write stories better than an actual person-and sound like one, too. This has triggered a big question among educators: How will AI affect assignments, assessments, and originality in the classroom? On Feb.

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How to Tackle AI -and Cheating- in the Classroom (WIRED)

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How to Tackle AI -and Cheating- in the Classroom (WIRED)

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This past spring, as I closed out my 18th year of teaching, I felt anxiety that I'd never before felt at the end of a school year. By the time grades are submitted and signs of summer arrive, teachers are typically able to breathe for the first time in nine months. Instead of the relaxation, joy, and accomplishment that typically awaits the end of an academic year, I was consumed with worry that this might be the last time in a nearly two-decade career that I taught a class without having to worry about AI.

I get it-AI has technically been around forever, and natural language processing tools such as OpenAI's ChatGPT are built on decades of research. Anyone who has used spellcheck or language translation apps or heard a spoken text message has used language processing tools driven by AI technology. But many of the teachers with whom I'm acquainted haven't been too concerned about the extent to which AI might infiltrate our classrooms until now.

Most teachers keep up with technology to a reasonable extent and do our best to teach our students how to use it responsibly. Many view technology as a teaching asset, and I've long believed that students are more engaged when their lessons make ample use of it.

However, as the old Latin saying goes, all things change, and we change with them. No one knows this reality better than teachers. When ChatGPT exploded onto the mainstream last November, we could not have anticipated how our work might be impacted.

As it turned out, ChatGPT was the fasting-growing consumer application in history, reaching 100 million active users a mere two months after launch, according to a report by Reuters. For context, it took TikTok nine months and Instagram two years to achieve the same milestone, according to data from Sensor Tower, a digital data analysis firm.

Suddenly, doing my best didn't seem good enough. By the time the next academic year kicks into high gear, I will need knowledge about AI that didn't seem at all urgent or even necessary one year ago. I'll spend a good part of this summer learning as much as I can about how AI affects education, students, and classroom spaces. Perhaps most important, I'll need to get smarter about how to ethically incorporate AI into my teaching. With these goals in mind, I began a quest for resources in the spirit of getting familiar with AI. After all, the best defense is a good offense. Here are some of the things I learned.

Ethics and AI In Education

Concerns about whether computers and robots will replace human beings in any profession are as old as the day is long, and there is real apprehension that AI will increase income disparity across many jobs and professions-especially teachers. These issues are legitimate (and frightening) and need to be addressed. But depending on who you ask, AI either is or isn't likely to replace teachers in the near future.

Bill Gates famously remarked that AI is on the brink of being just as good as teachers at the work of teaching (and for some, implying that we're soon to be replaced), but he would say that. Gates has invested billions into his own ideas about how education should be and likely wants to see a return on his investment-an issue that raises questions of ethics in its own right.

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How to Tackle AI-and Cheating-in the Classroom

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What one educator wants students, teachers, and everyone else to know about the ethics of using of AI in education.

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AI In The Classroom: Pros, Cons, And The Role Of EdTech Companies (FORBES)

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AI In The Classroom: Pros, Cons, And The Role Of EdTech Companies (FORBES)

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By Olufemi Shonubi, co-founder/CTO, Edutech Global.
Artificial intelligence has the potential to revolutionize the way we learn and teach. As a tool in the classroom, AI can provide students with personalized learning experiences, automate repetitive tasks and provide instant feedback. However, it also has its limitations. Let us explore the pros and cons of AI as a tool in the classroom, address the concern that AI could be a threat to teachers' and instructors' jobs and discuss the role of edtech companies in advancing this AI use case.

Advantages Of AI In The Classroom

One of the main advantages I see of AI in the classroom is personalized learning. AI-powered educational tools can analyze data on student performance and provide tailored support to improve their grades.

AI can also provide instant feedback. For example, AI-powered educational tools can provide students with immediate feedback on their work, allowing them to identify and correct mistakes quickly.

Another advantage of AI is its ability to automate repetitive tasks. It can grade assignments and quizzes, which can free up teachers' time for other tasks, such as lesson planning and providing more one-on-one attention to students.

There are already a few AI tools that are supporting learning in classroom or workplace contexts. For example, Ahura is an AI-powered learning assistant that tracks learning habits by observing attention and engagement. Knewton offers an adaptive learning platform that provides personalized learning experiences for students. Querium is an AI-powered tutor that provides students with step-by-step tutoring on math problems and builds personalized lesson plans. ALEKS is an AI-powered learning platform that provides individualized learning paths based on students' strengths and weaknesses. Carnegie Learning offers an AI-powered tutor that helps students improve their math skills by providing personalized learning based on their performance. There's also Smart Sparrow, which allows users to provide constructive feedback that is unique to each student. Finally, Gradescope is an AI-powered grading tool that automates the grading process, which can free up teachers' time and allow them to provide more individualized attention to students.

These are just a few examples of AI tools with applications in the classroom. It is important to note that these tools should not replace teachers but rather assist them in their work.

Downsides And Challenges Of AI In The Classroom

Some teachers and instructors may see AI as a threat to their jobs, believing it will automate their tasks and make them redundant. But it is important to note that AI is not meant to replace teachers but rather to assist them in their work. AI is a tool and should be developed and used as such.

There are also negatives to consider, one of which is the cost of developing and implementing AI-powered educational tools. This can be a significant barrier for schools and teachers who need more resources to invest in AI technology.

There is also the lack of human interaction and emotional support that students receive when using AI-powered educational tools. While AI can provide personalized learning and instant feedback, it cannot replace the human and emotional support that students need to succeed, and relying too heavily on AI-powered educational tools may impact students negatively.

Privacy concerns are also a limitation of AI in the classroom. AI-powered educational tools may collect and store sensitive personal data, which raises concerns about privacy and security.

The Role Of EdTech Companies

Edtech companies play a crucial role in advancing the use of AI in the classroom and ensuring that it is used ethically and responsibly. To do so, they should consider the following:

1. Cost: The cost of developing and implementing AI-powered educational tools can be a significant barrier for schools and teachers. Edtech companies should work to make AI technology accessible to a broader range of schools and teachers and explore alternative funding options, such as grants or partnerships, to help offset the costs.

2. Human interaction: AI-powered educational tools cannot replace the human and emotional support that students need to succeed. Edtech companies should aim to develop AI tools that augment, rather than replace, the role of teachers and provide students with a well-rounded education that includes both personalized learning and human interaction.

3. Privacy and security: Privacy concerns are a significant limitation of AI in the classroom. Edtech companies must ensure that the sensitive personal data collected and stored by AI-powered educational tools are properly secured and that privacy is maintained.

4. Improved AI capabilities: Current AI-powered educational tools have limitations, such as a lack of creativity and originality and a limited understanding of context. Edtech companies should aim to improve AI capabilities and overcome these limitations to create more advanced, innovative and effective AI tools for the classroom.

5. Ethical considerations: Edtech companies should consider the ethical implications of AI technology in education and develop AI tools in a transparent, fair and responsible manner. They must also ensure that they develop and use AI tools in accordance with the laws and regulations governing data privacy, security and intellectual property.

In conclusion, AI has the potential to be a valuable addition to the classroom. Still, edtech companies should develop AI tools with caution and in collaboration with teachers, educators and students to ensure that they are helpful, ethical and effective in meeting the needs of learners. I believe that AI could revolutionize the way we teach and learn.

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Council Post: AI In The Classroom: Pros, Cons And The Role Of EdTech Companies

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Let us explore the pros and cons of AI as a tool in the classroom, address the concern that AI could be a threat to teachers' and instructors' jobs, and discuss the role of edtech companies in advancing this AI use case.

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Creative Ways Teachers Are Using ChatGPT in the Classroom (TIME)

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Creative Ways Teachers Are Using ChatGPT in the Classroom (TIME)

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The Creative Ways Teachers Are Using ChatGPT in the Classroom

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From trigonometry raps to Shakespeare translation.

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AI in the Classroom: What's Cheating? What's OK?

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AI in the Classroom: What's Cheating? What's OK?

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AI in the classroom: What’s cheating? What’s OK?

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Now that generative AI tools like ChatGPT are available, classwork is bound to change as a result. How do we preserve academic integrity? What’s cheating,

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ChatGPT Is Unoriginal -- and Exactly What Humans Need (WIRED)

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ChatGPT Is Unoriginal -- and Exactly What Humans Need (WIRED)

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Describes how ChatGPT & other AI platforms can help us recognize unoriginal human thought processes & encourage creative thinking.

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Consider a teenager, Jorge, who is caught possessing a large amount of marijuana by a school administrator and will be expelled if he's reported to his parole officer. If the administrator does not report him, they're breaking the law; if they do, they're condemning him to one of the worst schools in the city and likely recidivism.

This is a case study we presented to a class of 60 students at the Harvard Graduate School of Education. We asked them to pretend to be a teacher or administrator at the school and design a course of action. One hour into their conversation, we presented them with ChatGPT's analysis of the study.

The program suggested several anodyne solutions: "We must initiate a review of [the school's] existing policies and procedures related to substance abuse, with the goal of ensuring they are consistent, transparent, and reflective of best practices ... The school should take a compassionate approach [but] also communicate clearly that drug abuse and related offenses will not be tolerated ... This approach should be taken while ensuring that the school is responsive to the unique needs of its students, particularly those from low-income and working-class backgrounds."

Our graduate students initially performed no better than this chatbot. They, too, were prone to regurgitating the same tired discourse around justice, equity, and education-discourse that seems appealing but lacks substance, failing to provide a concrete approach beyond what vague virtuous goals it should meet. As one student commented, "We were just saying formulaic, buzzworthy stuff, instead of talking about anything new like we said we wanted to when class started."

The students were also visibly taken aback at how closely ChatGPT's solutions mirrored their own. They spoke of how terrifying it was that these solutions sounded exactly like what a school would implement. Then they questioned themselves and their ability to come up with solutions that differed from what others had been recreating for so long. They expressed feeling stuck in a "loop." One student tried to ease the tension by dismissing ChatGPT's contribution as "not really saying anything." Another challenged him: "Did we really say anything?"

Yet it was after ChatGPT reflected to the students their failure of imagination that they could begin to think of options that they, or any automatic language scrawler, would not have readily reached for. They realized that the case was entirely focused on the perspective of administrators, and that their earlier discussion had had no room for action that involved teachers, students, and Jorge, too.

The students began questioning the logic and legitimacy of existing structures, such as schooling and juvenile justice, that shape their choices and outcomes, and began to propose new, more creative approaches to Jorge's case. One student joked that the teachers, en masse, should smoke weed with Jorge (that is, to make themselves into targets for law enforcement, instead of remain as innocent bystanders). Another spoke of abolishing schools. A third gave an example of grandmothers who destroyed public property in pursuit of environmental justice. These ideas may seem nonsensical-but then, anything that disrupts existing patterns of thinking is quite likely to sound, at least at first, like nonsense.

By the end of the discussion, students had not only explored their immediate, conscience-clearing responses in the context of Jorge's case, but also considered potential actions. Students began to realize that it is possible to both respect the law and to refuse it, if sufficient collective power has been established. For instance, they could turn Jorge in while simultaneously threatening to go on strike if he were expelled-neither acting as mere administrators nor mere saviors. Rather than abolishing schools altogether, shutting down this one school.

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ChatGPT Is Unoriginal-and Exactly What Humans Need

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The technology can help cut through buzzwordy "solutions" and serve as a shortcut for jumpstarting creativity.

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Sal Khan on Innovations in the Classroom

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Sal Khan on Innovations in the Classroom

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Founder/CEO of Khan Academy discusses post-pandemic online tools, approaches to AI in the classroom, etc. ~30 min video interview.

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Sal Khan on Innovations in the Classroom

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How new innovations in remote learning can be harnessed to improve instruction in classrooms and make up for learning missed during the pandemic

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It would not be an overstatement to say that artifiicial intelligence (AI) has the potential to change pretty much every job. And students, says Charlotte Dungan, Ed.M.'16, should know this.

"There's a great shift in the future of work and what jobs will be available, and they're disproportionately affecting populations that are the least able to advocate for themselves," says Dungan, the COO of a nonprofit called The AI Education Project. "For example, driving a semi-truck. Those jobs are at risk of automation because right now there are companies that are using self-driving semis in their facilities." In warehouses at big companies like Amazon, people are being replaced with robots. At Target, instead of eight cashiers, you have two staffed by humans and half a dozen self-checkout options.

But automation's impact on jobs isn't the only reason students should be learning more about artificial intelligence, Dungan says. That's where The AI Education Project comes in, with a mission to make sure all students have access to understanding more broadly how the world is being reshaped by this technology, especially in underserved schools and communities across the United States.

"AI is not just about jobs," she says. "We need to understand how to interpret laws and craft policy, and how to advocate as citizens for our rights in the age of algorithms. We need laws that give individuals transparency into how these systems impact their lives, such as how an algorithm determines if someone should receive bail or how a recommended sentence is calculated in the justice system."

The nonprofit, she says, is trying to "widen the computer science umbrella" to include awareness about the ethical and social impacts of technology.

"And that is driven by AI right now," she says. "Like when computers went from the office to home, everybody was very aware. And when everyone started carrying a Star Trek communicator in their pocket, everyone was aware. And we had conversations about what was happening with youth, with these emerging technologies. But it's just as important a revolution in AI of what happens when your news feed is curated or what happens when there's an algorithm that's deciding whether or not you are able to get credit and is taking into account factors like your gender or your zip code to decide on your rates. And you don't have any control over those policies."

Everyone, she says, deserves to be aware of the impacts of AI. For students, this can be done, in part, through curriculum, which the nonprofit provides open source for free to schools. They offer longer, multiweek units that teachers can download and modify online as needed. There are also quick conversation starters for grades 7-12, what they call AI snapshots.

"It's a bell ringer," she says. "Five-minute discussions that you can host in other core classes. We're not assuming that teachers or schools have space to create a whole new course" around artificial intelligence or even computer science. The AI Education Project designed the snapshots to fit into four core courses: math, science, social studies, and English. "If you are a core teacher, you can still incorporate these discussions into your own classroom. So, for example, a math class might be talking about statistics related to artificial intelligence because the backbone of AI is math. What patterns can we see in data? In terms of science, there are amazing innovations that have happened as a result of AI, like how do you use AI plus a human to get better results for breast cancer screening?"

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Alum helps young people understand how artificial intelligence is changing everything they know

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Although there is a huge amount of interest in generative artificial intelligence (AI) in the consumer world, particularly since the release of OpenAI's free ChatGPT program last November, in the hallowed halls of academia the response has been more wary. Concerns abound about academic integrity. There are also worries about how AI-generated content can be biased, inaccurate, and sometimes contain entirely false information, dubbed "hallucinations."

The cautious response is to be expected according to Houman Harouni, lecturer on education at the Harvard Graduate School of Education and a former elementary and high school teacher. He has compassion for educators trying to grapple with a rapidly shifting world shaped by machine learning.

"Technology creates a shock," he explains. "This shock is sometimes of a magnitude that we cannot even understand it, in the same way that we still haven't absorbed the sharp shock of the mobile phone."

Harouni has long wrestled with the impact of cutting-edge technology on education, including experimenting in his own classroom, and is convinced that when it comes to teaching "the medium is part of the message." He believes that getting school students and those in higher ed to engage with virtual worlds is essential.

"Where we want to get to is a place where you're dancing with it, dancing with robots," he says.

If the idea of waltzing with a robot creates apprehension for educators, Harouni has some advice :
1) Stop pretending that it doesn't exist
Educators must "help the next generation face the reality of the world and develop instruments and ways of navigating this reality with integrity," Harouni says. Students are well aware that technologies such as ChatGPT exist and are already experimenting with them on their own, but they need guidance about how to use them responsibly.

Teacher education and professional development programs should not ignore generative artificial intelligence either.
2) Use AI alongside your students
Engage with generative AI tools with your students in person, when possible. Otherwise, share AI-generated responses to questions during class time and ask students to consider them or have students experiment with the technology at home, document their experiences, and share them with the class.
3) Teach students how to ask the ChatGPT tool questions
"The educator's job is to understand what opportunities are left open beside the technology," Harouni says.

Teach students to do what artificial intelligence cannot do. For example, unlike robots, we can ask ourselves questions and that is what students need to be trained in: to know how to ask questions and to learn how to critique their own questions, frameworks, and the answers generated by AI, he says.

Students can start with topics and questions that they are interested in and ask ChatGPT for answers, he suggests. The knack is then getting them excited about asking follow-up questions. Harouni uses a personal experience with his 10-year-old stepdaughter and his newborn baby to illustrate his point. When his stepdaughter asked him why he kept telling her to be careful with the baby, Harouni turned to ChatGPT to help her to get to the bottom of her question.

"My creativity as the teacher or the parent at that moment is to say, 'What is it that you're really trying to ask? What is it that you really want to know?'"

While ChatGPT churned out a "whole bunch of answers about the fragility of the baby," with some patience, Harouni helped his stepdaughter discover the question that she truly wanted to ask which was what she could safely do with the new baby. "At the moment that the exploration [with AI] ends with the answer, you know that your work as a teacher begins," he explains.
4) Use generative AI tools to spark the imagination
One frequent concern about generative artificial intelligence is that students will use it to cheat and avoid the hard work of thinking for themselves, but Harouni says that tools like ChatGPT should really challenge teachers and professors to reassess the assignments they give their students.

"You have to stop thinking that you can teach exactly the way you used to teach when the basic medium has changed," he explains. If students can turn to ChatGPT or other AI language models for quick and easy answers then there is a problem with the lesson, Harouni believes.

"We have to create assignments that push [students] to the point where they have to question what is the framework that is being used here and what would it mean for me to radically change this framework," he says.

Harouni recently wrote about how he used ChatGPT to spur higher-level thinking among his students at HGSE when he presented them with a challenging case study that had no easy solutions. The students' initial responses were no better than the chatbot's ideas. Instead "it was after ChatGPT reflected to the students their failure of imagination that they could begin to think of options that they, or any automatic language scrawler, would not have readily reached for," he explained in a co-authored article for Wired.

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Embracing Artificial Intelligence in the Classroom

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Generative AI tools can reflect our failure of imagination and that is when the real learning starts

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Senior Researcher Chris Dede isn't overly worried about growing concerns over generative artificial intelligence, like ChatGPT, in education. As a longtime researcher on emerging technologies, he's seen many decades where new technologies promised to upend the field. Instead, Dede says artificial intelligence requires educators to get smarter about how they teach in order to truly take advantage of what AI has to offer."The trick about AI is that to get it, we need to change what we're educating people for because if you educate people for what AI does well, you're just preparing them to lose to AI. But if you educate them for what AI can't do, then you've got IA [Intelligence Augmentation]," he says. Dede, the associate director of research for the National AI Institute for Adult Learning and Online Education, says AI raises the bar and it has the power to significantly impact learning in powerful ways.

In this episode of the Harvard EdCast, Dede talks about how the field of education needs to evolve and get smarter, in order to work with - not against - artificial intelligence.

ADDITIONAL RESOURCES

TRANSCRIPT

Jill Anderson: I'm Jill Anderson. This is the Harvard EdCast.

Chris Dede thinks we need to get smarter about using artificial intelligence and education. He has spent decades exploring emerging learning technologies as a Harvard researcher. The recent explosion of generative AI, like ChatGPT, has been met with mixed reactions in education. Some public school districts have banned it. Some colleges and universities have tweaked their teaching and learning already.

Generative AI raises que

Chris Dede: I've actually been working with AI for more than half a century. Way back when when I was a graduate student, I read the first article on AI in education, which was published in 1970. And the author confidently predicted that we wouldn't need teachers within five or six years because AI was going to do everything. And of course, we still see predictions like that today.

But having lived through nine hype cycles for AI, I'm both impressed by how much it's advanced, but I'm also wary about elaborate claims for it. And there is a lot of excitement now about generative AI is the term that people are using, which includes programs like ChatGPT. It includes things like Dolly that are capable of creating images. It includes really AI on its own doing performances that we previously would have thought were something that people would have to do.

But it's interesting to compare ChatGPT to a search engine. And people don't remember this, but there was a time when-- before search engines when people really struggled to find resources, and there was enormous excitement when search engines came out. And search engines are, in fact, AI. They are based on AI at the back end, coming up with lists of things that hopefully match what you typed in. In fact, the problem with the search engine becomes not trying to find anything, but trying to filter everything to decide what's really useful.

So you can think of ChatGPT as the next step beyond a search engine where instead of getting a list of things and then you decide which might be useful and you examine them, you get an answer that says, this is what I think you want. And that is really more the AI taking charge than it is the AI saying, I can help you. Here's some things that you might look at and decide about. That makes me wary because AI is not at a stage where it really understands what it's saying.

And so it will make up things when it doesn't know them, kind of a not very good student seeing if they can fake out the teacher. And it will provide answers that are not customized to somebody's culture or to somebody's reading level or to somebody's other characteristics. So it's really quite limited.

I know that Harvard has sent some wording out that I've now put into my syllabi about students being welcome to use whatever tools they want. But when they present something as their work, it has to be something that they wrote themselves. It can't be something that somebody else wrote, which is classic plagiarism. It can't be something that Chat AI wrote that they're presenting as their work and so on. I think that what Chat AI does is it raises the bar for human performance.

I know a lot about what people are going through now in terms of job interviews because my older daughter is an HR manager, and my younger daughter just graduated. And she's having a lot of job interviews. And in contrast to earlier times, now, job interviews typically involve a performance.

If you're going to be hired for a marketing position, they'll say bring in a marketing plan when we do our face-to-face interview on this, and we'll evaluate it. Or in her case, in mechanical engineering, they say when you come in, there's this system that you're going to have a chance to debug, and we'll see how well you do it. Those employers are going to type the same thing into Chat AI. And if someone comes in with something that isn't any better than Chat AI, they're not going to get hired because why hire somebody that can't outcompete a free resource?

Jill Anderson: Oh interesting.

Chris Dede: So it raises the bar for human performance in an interesting way.

Jill Anderson: Your research looks at something called intelligence augmentation. I want to know what that means and how that's different from artificial intelligence.

Chris Dede: Intelligence augmentation is really about the opposite of this sort of negative example I was describing where now you've got to outthink Chat AI if you want to get a job. It says, when is the whole more than the sum of the parts? When do a person and AI working together do things that neither one could do as well on their own?

And often, people think, well, yeah, I can see a computer programmer, there might be intelligence augmentation because I know that machines can start to do programming. What they don't realize is that it applies to a wide range of jobs, including mine, as a college professor. So I am the associate director for research in a national AI institute funded by the National Science Foundation on adult learning and online education. And one of the things the Institute is building is AI assistants for college faculty.

So there's question answering assistants to help with student questions, and there's tutoring assistants and library assistants and laboratory assistants. There's even a social assistant that can help students in a large class meet other students who might be good learning partners. So now, as a professor, I'm potentially surrounded by all these assistants who are doing parts of my job, and I can be deskilled by that, which is a bad future. You sort of end up working for the assistant where they say, well, here's a question I can't answer.

So you have to do it. Or you can upskill because the assistant is taking over routine parts of the job. And in turn, you can focus much more deeply on personalization to individual students, on bringing in cultural dimensions and equity dimensions that AI does not understand and cannot possibly help with. The trick about AI is that to get it, we need to change what we're educating people for because if you educate people for what AI does well, you're just preparing them to lose to AI. But if you educate them for what AI can't do, then you've got IA.

Jill Anderson: So that's the goal here. We have to change the way that we're educating young people, even older people at this point. I mean, everybody needs to change the way that they're learning about these things and interacting with them.

Chris Dede: They do. And we're hampered by our system of assessment because the assessments that we use, including Harvard with the GRE and the SAT and so on, those are what AI does well. AI can score really well on psychometric tests. So we're using the wrong measure, if you will. We need to use performance assessments to measure what people can do to get into places like Harvard or higher education in general because that's emphasizing the skills that are going to be really useful for them.

Jill Anderson: You mentioned at the start artificial intelligence isn't really something brand new. This has been around for decades, but we're so slow to adapt and prepare and alter the way that we do things that once it reaches kind of the masses, we're already behind.

Chris Dede: Well, we are. And the other part of it is that we keep putting old wine in new bottles. I mean, this is - if I had to write a headline for the entire history of educational technology, it would be old wine in new bottles. But we don't understand what the new bottle really means.

So let me give you an example of something that I think generative AI could make a big difference, be very powerful, but I'm not seeing it discussed in all the hype about generative AI. And that is evidence-based modeling for local decisions. So let's take climate change.

One of the problems with climate change is that let's say that you're in Des Moines, Iowa, and you read about all this flooding in California. And you say to yourself, well, I'm not next to an ocean. I don't live in California. And I don't see why I should be that worried about this stuff.

Now, no one has done a study, I assume, of flooding in Des Moines, Iowa, in 2050 based on mid-level projections about climate change. But with generative AI, we can estimate that now.

Generative AI can reach out across topographic databases, meteorological databases, and other related databases to come up with here's the parts of Des Moines that are going to go underwater in 2050 and here's how often this is going to happen if these models are correct. That really changes the dialogue about climate change because now you're talking about wait a minute.
You mean that park I take my kids to is going to have a foot of water in it? So I think that kind of evidence-based modeling is not something that people are doing with generative AI right now, but it's perfectly feasible. And that's the new wine that we can put in the new bottle.

Jill Anderson: That's really a great way to use that. I mean, and you could even use that in your classroom. Something that you said a long, long time ago was that - and this is paraphrasing - the idea that we often implement new technology, and we make this mistake of focusing on students first rather than teachers.

Chris Dede: In December, I gave a keynote at a conference called Empowering Learners for the Age of AU that has been held the last few years. And one of the things I talked about was the shift from teaching to learning. Both are important, but teaching is ultimately sort of pouring knowledge into the minds of learners. And learning is much more open ended, and it's essential for the future because every time you need to learn something new, you can't afford to go back and have another master's degree. You need to be able to do self-directed learning.

And where AI can be helpful with this is that AI can be like an intellectual partner, even when you don't have a teacher that can help you learn in different ways. One of the things that I've been working on with a professor at the Harvard Business School is AI systems that can help you learn negotiation.

Now, the AI can't be the person you're negotiating with. AI is not good at playing human beings - not yet and not for quite a long time, I think. But what AI can do is to create a situation where a human being can play three people at once. So here you are. You're learning how to negotiate a raise.

You go into a virtual conference room. There's three virtual people who are three bosses. There's one simulation specialist behind all three, and you negotiate with them. And then at the end, the system gives you some advice on what you did well and not so well.

And if you have a human mentor, that person gives you advice as well. Ronda Bandy, who was a professor in HGSE until she moved to Hunter College, she and I have published five articles on the work we did for the HGSE's Reach Every Reader Project on using this kind of digital puppeteering to help teachers practice equitable discussion leading. So again, here's something that people aren't talking about where AI on the front end can create rich evocative situations, and AI and machine learning on the back end can find really interesting patterns for improvement.

Jill Anderson: You know, Chris, how hard is it to get there for educators?

Chris Dede: I think, in part, that's what these national AI institutes are about. Our institute, which is really adult learning with a workplace focus, is looking at that part of the spectrum. There's another institute whose focus is middle school and high school and developing AI partners for students where the student and the partner are learning together in a different kind of IA. There's a third Institute that's looking at narrative and storytelling as a powerful form of education and how can AI help with narrative and storytelling.

You can imagine sitting down. Mom and dad aren't around. You've got a storybook like Goldilocks and the Three Bears, and you've got something like Alexa that can listen to what you're reading and respond.

And so you begin, and you say, Goldilocks went out of her house one day and went into the woods and got lost. And Alexa says, why do you think Goldilocks went into the woods? Was she a naughty girl? No. Or was she an adventurous girl, or was she deeply concerned about climate change and wanting to study ecosystems?

I mean, I'm being playful about this, but I think the point is that AI doesn't understand any of the questions that it's asking but it can ask the questions, and then the child can start to think deeper than just regurgitating the story. So there's all sorts of possibilities here that we just have to think of as new wine instead of asking how can AI automate our order thinking about teaching and learning.

Jill Anderson: I've been hearing a lot of concern about writing in particular-- writing papers where young people are actually expressing their own ideas, concerns about plagiarism and cheating, which I would say the latter have long existed as challenges in education, aren't really a new one. Does AI really change this? And how might a higher ed or any educator really look at this differently?

Chris Dede: So I think where AI changes this is it helps us understand the kind of writing that we should be teaching versus the kind of writing that we are teaching. So I remember preparing my children for the SAT, and it used to have something called the essay section. And you had to write this very formal essay that was a certain number of paragraphs, and the topic sentences each had to do this and so on.

Nobody in the world writes those kinds of essays in the real world. They're just like an academic exercise. And of course, AI now can do that beautifully.

But any reporter will tell you that they could never use Chat AI to write their stories because stories is what they write. They write narratives. If you just put in a description, you'll be fired from your reportorial job because no one is interested in descriptions. They want a story.

So giving students a description and teaching them to turn it into a story or teaching them to turn it into something else that has a human and creative dimension for it, how would you write this for a seventh-grader that doesn't have much experience with the world? How would you write this for somebody in Russia building on the foundation of what AI gives you and taking it in ways that only people can? That's where writing should be going.

And of course, good writing teachers will tell you, well, that's nothing new. I've been teaching my students how to write descriptive essays. The people who are most qualified to talk about the limits of AI are the ones who teach what the AI is supposedly doing.

Jill Anderson: So do you have any helpful tips for educators regardless of what level they're working at on where to kind of begin embracing this technology?

Chris Dede: What AI can do well is what's called reckoning, which is calculative prediction. And I've given some examples of that with flooding in Des Moines and other kinds of things. And what people do is practical wisdom, if you will, and it involves culture and ethics and what it's like to be embodied and to have the biological things that are part of human nature and so on.

So when I look at what I'm teaching, I have to ask myself, how much of what I'm teaching is reckoning? So I'm preparing people to lose to AI. And how much of what I'm teaching is practical wisdom?

So for example, we spend a lot of time in vocational technical education and standard academic education teaching people to factor. How do you factor these complex polynomials?

There is no workplace anywhere in the world, even in the most primitive possible conditions, where anybody makes a living by factoring. It's an app. It's an app on a phone. Should you know a little bit about factoring so it's not magic? Sure.

Should you become fluent in factoring? Absolutely not. It's on the wrong side of the equation.
So I think just teachers and curriculum developers and assessors and stakeholders in the outcomes of education need to ask themselves, what is being taught now, and which parts of it are shifting over? And how do we include enough about those parts that AI isn't magic? But how do we change the balance of our focus to be more on the practical wisdom side?

Jill Anderson: So final thoughts here - don't be scared but figure out how to use this to your advantage?

Chris Dede: Yeah, don't be scared. AI is not smart. It really isn't. People would be appalled if they knew how little AI understands what it's telling you, especially given how much people seem to be relying on it. But it is capable of taking over parts of what you do that are routine and predictable and, in turn, freeing up the creative and the innovative and the human parts that are really the rewarding part of both work the life.

EdCast: Chris Dede is a senior research fellow at the Harvard Graduate School of Education. He is also a co-principal investigator of the National Artificial Intelligence Institute in adult learning and online education. I'm Jill Anderson. This is the Harvard EdCast produced by the Harvard Graduate School of Education. Thanks for listening.
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Educating in a World of Artificial Intelligence

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Chris Dede discusses how education can evolve to work with - rather than fight against - artificial intelligence

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The development and use of artificial intelligence across various industries is prevalent and has had ( and will continue to have) an influence on daily interactions. Despite this, many are still unaware of what AI is, how it is deployed, and the implications of its use on the future of work. While aiEDU provides curricular materials and professional development grounded in AI literacy, the underlying questions of "Why is this important?" and "Where do I begin?" often lingers in the background.

aiEDU's AI Toolkits are designed to support teachers, parents and other community champions to share the importance of artificial intelligence education and support its adoption in your learning spaces. In particular, it will highlight the critical need for AI in schools and its relation to our economic future.

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The development and use of artificial intelligence across various industries is prevalent and has had ( and will continue to have) an influence on daily interactions. Despite this, many are still unaware of what AI is, how it is deployed, and the implications of its use on the future of work.

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Ed tech, creative teaching, less reliance on the textbook.