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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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Bring children's drawings to life, by animating characters to move around!

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Bring children's drawings to life, by animating characters to move around!

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Free resources so you can leverage AI in education with effective strategies, polices and ethical guidelines. Helping you create the future today in your school. AI for Education is yours to take and run with.

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We have a variety of prompts to help you lesson plan and do administrative tasks with GenAI chatbots like ChatGPT, Claude, Bard, and Perplexity.

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SchoolAI gives educators the time, data, and tools to design a better, more personalized classroom experience. Free for teachers. Create. Personalize. Engage.

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Talk with Claude, an AI assistant from Anthropic

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This lesson also gave my students the opportunity to see that there is an element of opinion in classification systems. Later, when we started to see how bias can end up in AI, I was able to pull them back and remind them that the data used to train their models was based on choices.

Seneca Hart * CS Discoveries Teacher

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Learn about artificial intelligence (AI) | Code.org

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Tools to help students and teachers bring AI into the classroom.

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An educational tool for teaching kids about machine learning, by letting them train a computer to recognise text, pictures, numbers, or sounds, and then make things with it in tools like Scratch.

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Brief learning activities to teach about AI

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Brief learning activities to teach about AI

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Semi-Conductor is an experiment that lets you conduct your own orchestra through your browser. You can move your arms to change the tempo, volume, and instrumentation of a piece of music. It uses PoseNet, a machine learning library that works in the browser, to map out your movements through your webcam. An algorithm plays along to the score as you conduct, using hundreds of tiny audio files from live recorded instruments.

Built by Rupert Parry, Melissa Lu, Haylie Craig and Samantha Cordingley from Google Creative Lab, Sydney.

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Semi-Conductor by Google Creative Lab - Experiments with Google

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Since 2009, coders have created thousands of amazing experiments using Chrome, Android, AI, WebVR, AR and more. We're showcasing projects here, along with helpful tools and resources, to inspire others to create new experiments.

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A Template Artificial Intelligence Policy For Your Organization.pdf

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Looking to create some policy -- or guidance for teachers and students -- for responsible, ethical use of artificial intelligence in class? Check out these 10+ AI resources.

Ever since ChatGPT was unveiled in 2022, schools and school districts have been trying to understand the place of artificial intelligence assistants in education.

Even individual teachers have considered it for their classrooms (especially if their districts are slow to adopt).

We want to preserve education.

We want students to think.

We want them to develop skills.

We don't want to pretend that AI doesn't exist, because that doesn't prepare students for their future.

But we also want to be careful, to use it ethically and responsibly.

How can we craft school policies that reflect that?

I asked educators on Twitter, and their responses revealed several resources you can use to guide the creation of your own policies.

OpenAI, the creator of ChatGPT, saw a need for guidance on how the education sector could proceed forward with the existence of ChatGPT. This document is intended to be a starting point for conversations among educators. It includes information about ChatGPT, examples of education-related risks and opportunities, and the importance of disclosing the use of ChatGPT.
Read: Educator Considerations for ChatGPT

AI is becoming more and more widespread every day. It has its limitations, and it can demonstrate damaging bias in its responses, shining a light on gaps in its dataset.

What can we do? How do we navigate it, and what conversations should we have with our students?

In this live stream with Ditch That Textbook's Matt Miller, librarian Jean Darnell (Twitter: @awakenlibrarian) shares thoughts and suggestions. She also discusses how uses AI as a tool to help engage students -- and how she uses it in the library.
Read: Navigating AI bias in the classroom: Tips and experiences

Artificial intelligence may change the world more than the iPhone, the internet, or even electricity.

It's bound to change education. (It already has.) But how?

AI for Educators is a readable guide for educators.

* It translates AI through a teacher lens.

* It provides practical ideas you can use in class right away.

* It unlocks powerful ways to streamline teaching and save time.

It also paints a picture of the future our students will face-and provides questions you can help them grapple with.

We can use AI to empower teaching and learning. And it can start today.
Read: AI for Educators by Matt Miller

Open-source, content-creating AI models are a relatively new addition to the education landscape-and they are the next step for edtech tools. With more than twenty-five years of experience as an educator and as one of the first teachers in the United States to have a 1:1 classroom, bestselling author of the Infused Classroom series, Holly Clark, takes a future-oriented approach to technology integration in education. Through her training and speaking engagements, she equips educators worldwide to effectively use technology, including AI, in their classrooms. And now, with The AI Infused Classroom, she offers a thoughtful, practical guide for navigating the latest iteration of edtech.
Read: The AI Infused Classroom by Holly Clark

Are you an educator looking to stay ahead in the ever-changing world of education? Look no further than The AI Classroom, the ultimate guide for navigating the complexities of AI in education. This thought-provoking book provides practical strategies for incorporating AI tools into your teaching practices, while exploring the potential of AI to transform traditional models of teaching and learning. Discover how AI can help you create inclusive and accessible learning environments, personalize learning, reach more students, and get your time back. Let's unlock the full potential of artificial intelligence and embrace its transformative power to take your craft to the next level!
Read: The AI Classroom by Dan Fitzpatrick, Amanda Fox, and Brad Weinstein

Want to dive deep into topics that will inform your policy-making related to artificial intelligence? Take the AI for Educators Online Course ...

A four-week course, offered in the spring, in the summer, and during back-to-school time.

Features a one-hour live video session each week (that can be watched as a video replay).

Get tons of helpful resources. Each week, you'll get lesson ideas, videos, downloadable PDFs, and more.

It's interactive! You can comment during the live video sessions.

Upon completion, you'll get a certificate of completion for five (5) hours of professional development credit.

Keep the course materials (videos, resources, etc.) forever. No expiration.

Get details and enroll: AI for Educators Online Course

FREE teaching ideas and templates in your inbox every week!

Subscribe to Ditch That Textbook

©2023 Ditch That Textbook by Matt Miller.

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Writing school AI policies? Use these 10+ resources

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Looking to create some policy or guidance for responsible, ethical use of artificial intelligence in class? Check out these 10+ AI resources.

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School Policy about AI: A cautionary tale

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School Policy about AI: A cautionary tale

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In February 2023, a Florida high school found that students were using artificial intelligence assistants like ChatGPT to do their schoolwork.

The response, according to news reports: students could face "more severe consequences" if they didn't admit to using AI in their work, and they might be withheld from graduating.

This is a common issue that lots of schools are confronted with right now: how much should artificial intelligence (AI) be used by students for learning purposes, and in what ways is its use responsible?

We're in uncharted territory right now with AI. We've seen innovative disruptions before, but nothing quite compares in scope and magnitude.

It's pretty clear that we need a couple of things right now more than ever:

Transparency. And lots of conversations.

In this post, we'll look at this school's reaction to students' use of AI -- and some steps we all can take to move forward in a positive direction.

Full disclosure: Most of my details are coming from local and national news reports. I'll do my best to provide context and nuance, but really, this just provides an example of what schools everywhere are experiencing.

Details about the Florida high school's reaction

I read about the school in question, Cape Coral High School, which is part of the International Baccalaureate (IB) program. Students can opt to take IB courses to earn a special diploma designation.

"All Student Scholars are held to the highest standard of academic excellence and personal behavior," the school's student handbook states. "The role of academic work is to teach skills, provide content knowledge and allow for intellectual growth needed to be career and college ready."

As such, when teachers saw that student work looked suspiciously different from the style of previous work, they started discussing it.

An email was sent by the school IB coordinator to families of high school seniors addressing the concerns. Some excerpts from the email (full email available in this local news report):

Recently the use of AI generators has become a major concern. The use of AI generators is a violation of our academic integrity policy.

There have been some IB papers submitted submitted that are questionable in a few ways including being very different styles of writing from previously submitted papers.

We are using AI detectors and our own investigation of Chromebooks to verify the authenticity of suspicious student work.

I have asked students to please speak to me privately if they have used AI generators for their papers so we can correct the issues now. If students do not come forward on their own there will be more severe consequences if misconduct is found.

Our teachers must authenticate all student work prior to submission to IB. I f they are unable to authenticate a student's work then the student will not have successfully completed the IB program. If the work gets to IB and IB finds that the work is not authentic then the student has not successfully completed the program, which means the student has not earned a high school diploma.

Please have a conversation at home about academic integrity and the use of AI generators with your student(s).

The school district released this statement to the local news station:

We do not tolerate cheating. Students who violate the Code of Conduct and Academic Integrity Policy will be disciplined. As part of our ongoing cybersecurity efforts, our Information Services team continues to strengthen Chromebook security features to block the use of AI from aiding any student work.

Here's how the president of the county teachers association, Kevin Daly, weighed in on the situation ( according to the local news station):

I'm not sure students' learning needs are best served by using this device. I've never heard about it in the educational setting. It seems like it has the ability to be misused.

There's no way to compare it against anything in TurnItIn because in and of itself, it's an original source. I think the system is going to be at a disadvantage for a considerable amount of time until we are able to get some reasonable kind of firewalls and guardrails to kind of see that this is not misused and students are doing original work.

After this story broke, International Baccalaureate issued a statement about the use of ChatGPT and artificial intelligence. In part, it suggested that we need to adapt to these tools that will be part of our everyday lives going forward. However, the IB doesn't recognize work created by AI tools as a student's own work and such work should be cited in bibliography. Read more about this in the IB statement and in this article by IB's head of assessment principles and practice.

Observations that can guide us going forward

The purpose of this post isn't to kick dirt on this school and its handling of this situation. I'm sure it's full of teachers and staff who care about their students and want to see them succeed. Plus, when a situation like this arises, some of the earliest ones to take action seem to be under the most scrutiny. They were certainly in a very difficult situation, and I don't know all of the people and influences who were at play in decisions being made.

We can learn a lot by analyzing this situation.

Really, this can be used as a cautionary tale as we try to find an appropriate and responsible place for AI in education.

1. Appropriate use of AI was unclear under school policy.

The school's academic honesty policy in the student handbook leaves lots of gray area that's up to interpretation. It's worded much like lots of these policies in student handbooks everywhere. Here's an excerpt:

It is the responsibility of every student to complete their own work on assignments, tests and quizzes and not copy another student's work and submit it as their own, which is called plagiarizing. The consequence for plagiarizing an assignment, test or quiz will result in a grade of zero (0).

The email from the IB director stated:

Recently the use of AI generators has become a major concern. The use of AI generators is a violation of our academic integrity policy.

Definitions matter. In this section of the handbook, it defines plagiarism as "not copy(ing) another student's work and submit it as their own." We're talking about intellectual property here, and according to current definitions (as of publication of this post), it's the "product of the human intellect."

ChatGPT (as of publication of this post) will tell you that its responses are "generally considered to be in the public domain." That is, unless its responses are generated under the terms or conditions of a paid service or contract.

Definition of public domain: "the state of belonging or being available to the public as a whole, and therefore not subject to copyright" (from Oxford Languages via Google)

By all definitions above, the students' use of AI-created responses is not plagiarism.

Is it what we want for students, for them not to think but to mindlessly plug classwork prompts into an AI assistant without learning? No. I think we can agree it is not.

But it's also hard to play by the rules when they're very unclear.

Now, granted, I don't know what was said or written to students outside of the student handbook and the email published in local news. The school might have approached this. Plus, it's next to impossible to revise a school's handbook in the middle of the school year to address a brand new form of technology that is impacting education in unprecedented ways.

But it's a tough pill to swallow when you're being accused of cheating under policy that doesn't make it clear.

What can you do? Have lots of conversations about what responsible use looks like. Talk to students, teachers, administrators, parents, community members ... really, anyone with a stake in the student's learning. Talk to business owners who may employ students. Then, after lots of conversation, revise school policy to reflect

2. The standard of "doing the work yourself" is murky anyway.

A common rebuttal to all of this is: "Students should have known better. They need to be doing the work themselves."

That's a really unclear standard to hold students to as well.

For example, we already use search engines to look up basic facts -- and that's a common practice in the classroom now.

Plus ... What are research papers? They're a compilation of existing research. We borrow (ahem ... "cite") from other research papers to create a new, unique work. (Well, sort of new and sort of unique.)

"Authenticity" and "authentication" were repeated several times in the email from the high school.

We are using AI detectors and our own investigation of Chromebooks to verify the authenticity of suspicious student work.

If they are unable to authenticate a student's work then the student will not have successfully completed the IB program (...) which means the student has not earned a high school diploma.

We need to be clear about what we consider to be authentic work and what expectations are for students -- especially in the changing face of future work. We also need to be sure that the work we're asking them to do is really preparing them for the future they'll face.

The IB class where the students used AI in their work, according to the email sent to parents, was the Theory of Knowledge class. I never took or taught this class, so I'm still learning about it ... but it sounds like a perfect place to have these types of conversations with students.

What can you do? Discuss with students (and with teaching staff) the balancing act of using/remixing/editing resources and creating from scratch. Identify times when it's responsible and not. Identify how it is and isn't being done in the real world. Then, use the results from those discussions to guide policy and practice in school.

3. Policies and probing come before punishments.

It's clear that AI assistants and other generative AI tools created a scenario that this school's policies did not envision. When school leaders saw something that didn't sit well with them, they could have taken several steps.

Those leaders could have identified what they didn't like about it and put mechanisms in place to help students know how to proceed in the future. In this case, in a vacuum of information, students chose their course of action.

Or those leaders could punish students for what they didn't like, even though it wasn't specified that students shouldn't take those actions.

When things are unclear, punishing what you don't like won't solve the problem.

It ruins relationships when students are punished for a violation they didn't know they committed.

It's especially ruinous for the future when students know that punishments are being handed out and they don't know why. They walk on eggshells and carry anxiety worrying that they'll be accused of something -- even if they want to act appropriately.

It's a rash action to take when you can't put your finger on what you don't like.

What can you do? Gather information, perspectives, opinions, etc. before making actions -- especially punitive ones.

4. If you are going to take action, know that you have accurate information.

The email from the Florida high school stated: "We are using AI detectors and our own investigation of Chromebooks to verify the authenticity of suspicious student work."

The school district's statement said: "As part of our ongoing cybersecurity efforts, our Information Services team continues to strengthen Chromebook security features to block the use of AI from aiding any student work."

It's been well documented that the existing AI detectors are fraught with inaccuracy. They routinely produce false positives, saying human-created text was created by AI, and false negatives, saying AI-created text was created by a human.

Using AI detectors to punish students for cheating can be a losing proposition. You would need ironclad proof, much like evidence in a court of law. If your proof isn't valid, it's hard to academically convict a student of something you're not sure they did. AI detectors don't provide ironclad proof.

Using an investigation of student Chromebooks likely won't help, either. Proving that a student has visited an AI assistant only shows correlation and not causation. It might show that the student has been on the site, but it doesn't show that the student used the site to copy and paste work for class.

Blocking public sites we don't want students using is futile. Let's be honest. If students are going to use an AI assistant to help with classwork -- especially if they know they're being surveilled by the school -- they won't use their school-issued device to do it.

What can you do? If the school or district decides to block AI tools like ChatGPT, it should have a good reason to do so. But that's only one piece of the puzzle. It must also be part of a bigger decision on the role it plays in learning and how it should be used responsibly in school.

5. Keep the future in mind.

The high school's vision, according to the student handbook: "Every student Future Ready."

If the school's vision is a slogan to guide the overall strategy and day to day operations of the school, I don't think this decision is preparing students for the future of work.

The teachers union president said: "I think the system is going to be at a disadvantage for a considerable amount of time until we are able to get some reasonable kind of firewalls and guardrails to kind of see that this is not misused and students are doing original work."

I discuss the idea of seeing school through "tomorrow glasses" in my book, AI for Educators. It's easy to look at school through "today glasses" because it's based on lived experience. Data we've collected. The past. We can make decisions based on what has happened before when we use "today glasses."

What our students need are educators who look through "tomorrow glasses."

"Tomorrow glasses" attempt to see the world as it will be. Notice I said "attempt to see." That's because using "tomorrow glasses" is imprecise. It's based on predictions, analyzing what information we have and anticipating what's going to happen.

Above, the teachers union president wanted to ensure that students are doing "original work." What's the definition of "original work" when we look through "tomorrow glasses"? Adults are using AI assistants in their daily work right now. They aren't generating brand new original work by hand every time. They're finding responsible ways to use AI to help them do their work -- in an authentic way -- so they can get more done. And they're still thinking and engaging in the process while doing so. That might be a better definition of "original work" when looking through "tomorrow glasses."

It's messy. It's hard. We'll get it wrong sometimes when we use "tomorrow glasses." But it's our only hope to prepare students as best as we can for this world they'll live in.

What can you do? Ask yourself, "How does this decision prepare students for the future they'll live in? How does it just maintain the status quo from the present -- or even the past?"

6. Don't put students at a disadvantage.

The academic integrity statement by the IB, published in October 2019, states: "Results cannot be fair if some students have an unreasonable advantage over others."

This is only one side of the issue. And, of course, the IB and the schools that use its program, have a lot at stake to protect this side of the issue. They want to ensure the acclaim of the IB program so that the school and, in turn, the students, can earn the rights and privileges of having graduated from an IB program.

Here's the other side of the issue, though ...

Students are being shielded from a technology that will be commonplace in their workplace in the future. Those students have an unreasonable DISadvantage over others.

Sometimes, in schools, we think we can create an artificial bubble where things we don't like just don't exist. And sometimes we can. We can shield students from certain things while they're on school grounds.

Artificial intelligence isn't one of those things. It's available everywhere. It's even available inside of the artificial bubble we're trying to create when students access it on their phones -- or use their phone's hotspot with wifi that isn't subject to the school's internet filter.

If we stand our ground and try to maintain our bubble, it starts to create an equity gap -- between the students who have cell phones and cellular data (and know how to access and use AI) and those who don't.

The equity gap gets even worse if we stand our ground on our artificial "no AI" bubble.

Some schools will become models for appropriate AI use. Teachers will show students how it can be used ethically and responsibly. Those students will understand how AI works and what it can do. They'll get practice with it.

Students at other schools with an artificial "no AI" bubble? They won't get those opportunities.

Fast forward five years. Or ten. Which students are at an advantage or disadvantage? We used the disadvantage argument earlier to say that AI tools shouldn't be used in the classroom. But now, when looking to the long-term, this feels like a much bigger disadvantage.

What can you do? Teachers can brainstorm and try new instructional practices that make appropriate use of artificial intelligence. Then, they can reflect on and evaluate the effectiveness of those practices to refine them. School leaders can empower teachers to try those new teaching practices -- and provide them with professional development that equips them to use it effectively.

Closing: Academic integrity is still crucial.

This article isn't my attempt to let students mindlessly do all of their work with artificial intelligence just because it's easier and faster and it's available to them.

I hope it helps us begin a conversation about what academic integrity looks like in a world where AI exists.

It doesn't have a clear-cut solution. And any solutions we come up with will require nuance -- and adjustments as technology changes and our world adapts to it.

If we don't like our present-day reality, the best course of action isn't to start punishing students who are perpetuating what we don't like.

We need to stop. Observe. Learn. Envision the future. And we need to continuously ask ourselves: "What's best for the students ... and what best positions them for the future?"

We have to be willing to act. And be willing to get it wrong sometimes, because that's what is bound to happen when we use our "tomorrow glasses" to plan for our students' future.

In the end, we have to realize we're all in this together and we have to work together to find our best steps forward.

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Setting school policy about AI: A cautionary tale

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How can we implement AI in schools responsibly? How can we set policies fairly? This story can give us some guidance.In February 2023, a Florida high

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Illustrating Stories with Canva's AI Text to Image Tool

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Similar to ChatGPT, but provides sources, and is able to access internet/current information

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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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Some ideas to try:

Top 3 market leaders in the sneaker industry by millions in market share

Distribution of renewable energy sources in the United States by percentage

Average annual rainfall in major cities around the world in cm

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A tool that converts text into beautiful charts

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Is chat gpt the Ultimate Teacher's Assistant? chatgpt education

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This documentary investigates the bias in algorithms after M.I.T. Media Lab researcher Joy Buolamwini uncovered flaws in facial recognition technology. Watch trailers & learn more.

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by Jean Darnell, public school librarian

Almost all of the present hoopla around AI (artificial intelligence) discusses the amazing things it can do, from helping college students write papers to entrepreneurs testing out the ease of creating business plans .

But what role will it have in the K-12 classroom -- besides worries about students using it to cheat?

Screenshot by Jean Darnell

My main worries of AI in the classroom involve the continued spread of racism , prejudices and biases in favor of white supremacist ideology that much of AI has shown .

Black people have always been scholars, scientists and sage counsel for the world, and if AI does not reflect that conviction, then I DO NOT WANT ANYTHING TO DO WITH IT.

To test out my theory, I asked popular AI platform ChatGPT to write a paper on Black history for Black History Month. I went in assuming the AI would likely present a "whitewashed" version of Black history.

And that's what I got.

Related: School librarians explore possibilities of ChatGPT | School Library Journal

The short report generated by ChatGPT began with slavery, touched briefly on Jim Crow and the Civil Rights era (mentioning Martin Luther King Jr., Rosa Parks and Malcolm X as advocating "nonviolent resistance and civil disobedience").

The essay concludes by listing four "notable" Black Americans - Maya Angelou, Katherine Johnson, Louis Armstrong and W.E.B. Du Bois.

Screenshot by Jean Darnell

But what's left out is striking:

the denial of the right to read, congregate or own property, not included.

the rich history of Black Reconstruction, not included.

the first Black President, not included.

the history of lynching and the KKK, not included.

Who Black people were before enslavement , not included.

The majority of the history discussed was what racists did to Black people, and the lemonade we made out of starting from zero (no land, economic wealth or rights). When I tell you it provided some of the worst "white-washing" possible, believe me.

Think I am being too tough? AI is such a powerful invention of ingenuity that it deserves, if not warrants, tough criticism. We cannot afford oversight and omissions because once it's released into the world, there's an infinite amount of directions and interpretations that can follow suit.

Screenshot by Jean Darnell

Using AI as a launch path sounds great and ideal, but in the age of misinformation, much effort needs to be made to ensure that what's presented at face value is of good value. It's a matter of inclusion, representation, integrity and equity.

And not that we need permission, but Black folks must tell our own story to get it right. The last thing we need are racist robots choosing what story gets told about Black history.

I created the following writing activity from the essay to conclude this past Black History Month, but more importantly to reflect on the importance of not continuing racism in the world of artificial intelligence.

Instead of playing with the possibilities of AI in hopes that improvements are made to represent all perspectives with authenticity and relevance, I will continue to use my platform to discuss inequities.

I will continue to do what I do best - teach .

Read the original post here .

Jean Darnell is a Black American, a 20-year veteran public school librarian and an educator with Texas State Certification for English and ESL (6-12) and school librarianship (Pre-K-12). Jean has a B.S.E from Baylor University and a Master of Information Science from the University of Houston-Clear Lake. Find Jean on Twitter @awakenlibrarian or her blog here .

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Educator Voice: Artificial intelligence attempts Black history (and fails)

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Read about one school librarian's experiment in artificial intelligence

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Students Use AI to Design Solutions for Their Community

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Students Use AI to Design Solutions for Their Community

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How Students Use AI to Design Solutions for Their Community - EdSurge News

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Youth voice is vital in the development and implementation of artificial intelligence (AI) tools. Youth today are significant users of technology and…

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AI will change the world. Who will change AI?

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Day of AI offers a full school day's worth of curriculum and activities for elementary, middle school, and high school students. The program is completely free and accessible to students and teachers of all backgrounds and abilities. No technology or coding experience needed! This year, rather than asking everyone to do the curriculum on the same day, we're making our resources available to educators to run at any time and in any increments they choose. Do one per week! Make it a theme week! Make it a school-wide event!

Then, each year in May , join a community of educators around the world in a Day of AI celebration: share your class's projects, posters, photos, and videos, host a discussion, or create your own unique festivity. Stay tuned for details on how to share your class's participation or join one of our Day of AI events.
New learning modules
All of last year's Day of AI activities are available to educators who register on the website . We're also adding 5 new curriculum modules and activities in our gradeband categories, including an all-new module for early elementary students ages 5-7: early elementary, upper elementary, middle school, high school (general), and high school for students with coding experience.
New training videos
Each learning module also has a new training video, made by the experts who developed the curriculum. Register to explore the full Day of AI curriculum, then watch the free training videos at your convenience.

What's next

Thank you to all who joined the Day of AI 2023! We'll have more news about Day of AI 2024 in coming months.

Once you register you'll have the opportunity to watch a training video or sign up for a virtual professional development session with our education provider i2 Learning (both optional). The videos and virtual training, like the curriculum, are completely free.

You'll also get notified about Day of AI content, news, and opportunities for engagement and professional development. We're planning a number of new events for Day of AI 2024 -make sure your classroom is included!

Finally, follow @MIT_RAISE on Instagram and share your own AI education ideas and classroom projects using #DayofAI.

About Day of AI

Day of AI is a free, hands-on curriculum of lessons and activities designed to introduce K-12 students to artificial intelligence (AI) and how it shapes their lives. The Day of AI curriculum was developed by a team of researchers at MIT RAISE, and designed to be taught by educators with little or no technology background. These resources are free, Creative Commons-licensed, and made to be accessible to students of all backgrounds and abilities. Activities are organized by age group (elementary, middle school, and high school) and can be run in 30-minute to 1-hour time blocks. Teachers who register for Day of AI get access to the curriculum and lesson plans as well as optional free professional development training on the materials with our collaborator i2 Learning, with a certificate of completion that may be used for PD credits.

Thank you to our funders for helping us make Day of AI free and available to all! Interested in supporting Day of AI? Email contact@dayofai.org to learn how.

A unique opportunity to help your students shape our world's digital future...and their own .

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Day of AI offers a full school day's worth of curriculum and activities for elementary, middle school, and high school students. The program is completely free and accessible to students and teachers of all backgrounds and abilities. No technology or coding experience needed!

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Since 2018 the AI4K12 Initiative has been developing national guidelines for teaching AI in K-12. The AI for K-12 guidelines are organized around the 5 Big Ideas in AI. The guidelines define ...

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Approval required but components are useful - Middle School AI lessons

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Approval required but components are useful - Middle School AI lessons

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An educational tool for teaching kids about machine learning, by letting them train a computer to recognise text, pictures, numbers, or sounds, and then make things with it in tools like Scratch.

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Building AI: Student Creators Meet Artificial Intelligence | ISTE

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With a new generation of AI-powered tools at their fingertips, like the newly released ChatGPT, students can use artificial intelligence to create in all sorts of new ways, from animating videos to composing symphonies, without ever peeking under its hood

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This is a game built with machine learning. You draw, and a neural network tries to guess what you're drawing. Of course, it doesn't always work. But the more you play with it, the more it will learn. So far we have trained it on a few hundred concepts, and we hope to add more over time. We made this as an example of how you can use machine learning in fun ways. Watch the video below to learn about how it works, and

Built by Jonas Jongejan, Henry Rowley, Takashi Kawashima, Jongmin Kim, Nick Fox-Gieg, with friends at Google Creative Lab and Data Arts Team.

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Can a neural network learn to recognize doodles? See how well it does with your drawings and help teach it, just by playing.

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Create a Machine Learning Machine (no coding)

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Create a Machine Learning Machine (no coding)

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Teachable Machine is a web tool that makes it fast and easy to create machine learning models for your projects, no coding required. Train a computer to recognize your images, sounds, & poses, then export your model for your sites, apps, and more.

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Teachable Machine by Google Creative Lab - Experiments with Google

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Since 2009, coders have created thousands of amazing experiments using Chrome, Android, AI, WebVR, AR and more. We're showcasing projects here, along with helpful tools and resources, to inspire others to create new experiments.

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Hands-on AI Projects from ISTE (for Computer Science Teachers)

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Hands-on AI Projects from ISTE (for Computer Science Teachers)

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Hands-on AI Projects from ISTE (Secondary)

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Hands-on AI Projects from ISTE (Secondary)

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Hands-on AI Projects from ISTE (Elementary)

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Hands-on AI Projects from ISTE (Elementary)

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aiEDU utilizes research-based strategies and educational psychology frameworks to create equitable training experiences for teachers of Computer Science, Math, English, Social Studies, Science, and CTE; a wide range of administrators; and nonprofits. Our trainings are designed to help audiences empower the students they serve with AI literacy.

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aiEDU utilizes research-based strategies and educational psychology frameworks to create equitable training experiences for teachers of Computer Science, Math, English, Social Studies, Science, and CTE; a wide range of administrators; and nonprofits. Our trainings are designed to help audiences empower the students they serve with AI literacy.

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AI Will Transform Teaching and Learning. Let's Get it Right.

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At the recent AI+Education Summit, Stanford researchers, students, and industry leaders discussed both the potential of AI to transform education for the better and the risks at play.

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Panel: The Importance of AI-Literacy for AI in Education

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In 20 episodes, Jabril will teach you about Artificial Intelligence and Machine Learning! This course is based on a university-level curriculum. By the end o…

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Gr. 6-12 Lesson: Learning to Navigate Generative AI Content: Media Literacy Strategies

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Gr. 6-12 Lesson: Learning to Navigate Generative AI Content: Media Literacy Strategies

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This is the second mini-lesson in a two-part series on the impact of generative AI tools such as ChatGPT and DALL-E on education.

Advisory

English & Language Arts

Social Studies

Propaganda

Democracy & Civic Engagement

Most teachers are willing to tackle the difficult topics, but we need the tools.

- Gabriela Calderon-Espinal, Bay Shore, NY

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Learning to Navigate Generative AI Content: Media Literacy Strategies

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This is the second mini-lesson in a two-part series on the impact of generative AI tools such as ChatGPT and DALL-E on education.

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How do we raise conscientious consumers and designers of AI?

Children today live in the age of artificial intelligence. On average, US children tend to receive their first smartphone at age 10, and by age 12 over half of all children have their own social media account. Additionally, it's estimated that by 2022, there will be 58 million new jobs in the area of artificial intelligence. Thus, it's important that the youth of today are both conscientious consumers and designers of AI.

This project seeks to develop an open source curriculum for middle school students on the topic of artificial intelligence. Through a series of lessons and activities, students learn technical concepts-such as how to train a simple classifier-and the ethical implications those technical concepts entail, such as algorithmic bias.

These materials have been translated into several languages, which you can access here:

Throughout the curriculum students learn to think of algorithms as opinions, are taught to consider direct and indirect stakeholders in a system, and engage in design activities to reimagine familiar artificial intelligence systems. For example, students are asked to consider the stakeholders in a platform such as YouTube, and how they might redesign YouTube's recommendation algorithm to meet the needs of those stakeholders.

The ultimate goal is to enable students to see artificial intelligence as manipulable-from a technical and societal standpoint-and to empower students with tools to design AI with ethics in mind.

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Project Overview ‹ AI + Ethics Curriculum for Middle School - MIT Media Lab

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How do we raise conscientious consumers and designers of AI?Children today live in the age of artificial intelligence. On average, US children tend to receive ...

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Anyone can learn computer science. Make games, apps and art with code.

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This is the first mini-lesson in a two-part series on the impact generative AI tools such as ChatGPT and DALL-E have on education.

Advisory

English & Language Arts

Social Studies

Democracy & Civic Engagement

Most teachers are willing to tackle the difficult topics, but we need the tools.

- Gabriela Calderon-Espinal, Bay Shore, NY

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The Ethics of Generative AI in the Classroom

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This is the first mini-lesson in a two-part series on the impact generative AI tools such as ChatGPT and DALL-E have on education.

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ChatGPT for teachers: create lesson plans

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Chat GPT for teachers: Assessing Student Learning

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Aditya Ramesh, Prafulla Dhariwal, Alex Nichol, Casey Chu, Mark Chen
Engineering, Design, Product, and Prototyping
Jeff Belgum, Dave Cummings, Jonathan Gordon, Chris Hallacy, Shawn Jain, Joanne Jang, Fraser Kelton, Vishal Kuo, Joel Lehman, Rachel Lim, Bianca Martin, Evan Morikawa, Rajeev Nayak, Glenn Powell, Krijn Rijshouwer, David Schnurr, Maddie Simens, Kenneth Stanley, Felipe Such, Chelsea Voss, Justin Jay Wang
Comms, Policy, Legal, Ops, Safety, and Security
Steven Adler, Lama Ahmad, Miles Brundage, Kevin Button, Che Chang, Fotis Chantzis, Derek Chen, Frances Choi, Steve Dowling, Elie Georges, Shino Jomoto, Aris Konstantinidis, Gretchen Krueger, Andrew Mayne, Pamela Mishkin, Bob Rotsted, Natalie Summers, Dave Willner, Hannah Wong
Acknowledgments
Thanks to those who helped with and provided feedback on this release: Sandhini Agarwal, Sam Altman, Chester Cho, Peter Hoeschele, Jacob Jackson, Jong Wook Kim, Matt Knight, Jason Kwon, Anna Makanju, Katie Mayer, Bob McGrew, Luke Miller, Mira Murati, Adam Nace, Hyeonwoo Noh, Cullen O'Keefe, Long Ouyang, Michael Petrov, Henrique Ponde de Oliveira Pinto, Alec Radford, Girish Sastry, Pranav Shyam, Aravind Srinivas, Ilya Sutskever, Preston Tuggle, Arun Vijayvergiya, Peter Welinder

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DALL·E 2 is an AI system that can create realistic images and art from a description in natural language.

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Limited enthusiasm in U.S. over AI's growing influence in daily life

Artificial intelligence is fast becoming a regular part of daily life, shaping the way Americans work, play and receive essential services from food deliveries to financial services to health care.

A new Pew Research Center survey finds that many Americans are aware of common ways they might encounter artificial intelligence (AI) in daily life, such as customer service chatbots and product recommendations based on previous purchases. At the same time, only three-in-ten U.S. adults are able to correctly identify all six uses of AI asked about in the survey, underscoring the developing nature of public understanding.

Awareness of common uses of artificial intelligence is a first step toward broader public engagement with debates about the appropriate role - and boundaries - for AI. Experts have raised a host of moral, ethical and legal questions about the expanding capabilities of AI. And the ethical and responsible use of AI is a growing focus of research within the field.

The Pew Research Center survey of 11,004 U.S. adults, conducted Dec. 12-18, 2022, finds that 27% of Americans say they interact with AI at least several times a day, while another 28% think they interact with it about once a day or several times a week. On this self-reported measure, 44% think they do not regularly interact with AI.

More broadly, the public remains cautious about the impact artificial intelligence is having on American life: Just 15% say they are more excited than concerned about the increasing use of AI in daily life, compared with 38% who are more concerned than excited; 46% express an equal mix of concern and excitement. These views are about the same as they were in a November 2021 Center survey.

On a set of six questions designed to measure awareness of specific uses of AI in daily life, 68% of Americans correctly identified artificial intelligence at work in wearable fitness trackers that analyze exercise and sleeping patterns; the remainder of the public said they weren't sure or selected one of three incorrect options that do not rely on AI (thermometers, at-home COVID-19 tests and pulse oximeters).

When it comes to an example of artificial intelligence in online shopping, 64% of U.S. adults correctly identified custom product recommendations based on previous purchases as using AI. Majorities were also aware that AI is at work in customer service chatbots (65%), security cameras that recognize faces (62%) and customized music playlist recommendations (57%).

The most challenging question for the public was identifying that email services categorizing messages as spam uses AI: 51% of Americans got this question right, while 49% chose an incorrect option, said they weren't sure or did not answer. These six questions represent some common ways people could use AI in their lives but are not designed to be an exhaustive list of all the ways people could encounter AI. Each question had four possible responses and an explicit fifth option, "not sure."

Taken together, 30% of Americans correctly answered all six questions about awareness of AI in everyday life (defined as a high level of awareness), 38% got three to five questions right (medium awareness) and 31% got two or fewer questions correct (low awareness). The mean number of correct answers was 3.7 out of 6.

Those with higher levels of education show greater awareness of AI

U.S. adults with higher levels of education and income are more aware of examples of AI in daily life than other adults. For example, 53% of Americans with a postgraduate degree correctly identified uses of artificial intelligence across all six multiple-choice questions. By contrast, just 14% of those with a high school diploma or less education answered all six questions correctly; 51% of this group had low awareness of AI, answering no more than two questions correctly.

Those with higher family incomes are also more aware of the uses of AI than those with lower incomes. About half of upper-income Americans had high awareness of AI (52%), compared with just 15% of lower-income adults.

Younger Americans are more aware of AI applications in daily life than older Americans. This pattern is especially pronounced when it comes to correctly identifying AI at play in customer service chatbots (75% of adults ages 18 to 29 said this vs. 45% of those 65 and older) and music playlist recommendations (65% vs. 39%).

Men scored higher on the scale than women. About four-in-ten men (38%) got all six questions right, compared with 23% of women. (Women are more likely than men to respond "not sure" to each of the six questions, consistent with previous research on both science and political knowledge.)

Partisan affiliation is not a major factor when it comes to awareness of AI: There are no meaningful differences between Republicans and Democrats on the AI awareness scale.

Frequent internet use is tied to higher awareness of artificial intelligence

Online applications and websites are places where Americans may frequently encounter artificial intelligence through examples such as customer service chatbots and product recommendations based on their purchasing behavior.

Adults who are frequent internet users score higher on the AI awareness scale than less frequent users.

Among Americans who say they are on the internet "almost constantly," 38% got all six questions correct, as did 31% of those who say they use the internet several times a day. By comparison, just 6% of infrequent internet users (those who go online about once a day or less) correctly answered all six questions on the survey.

Not surprisingly, those who say they have heard more about artificial intelligence generally score higher on the AI awareness scale than do those who say they've heard less about this topic.

Majority of Americans think they interact with AI at least several times a week

About a quarter (27%) of Americans say they interact with artificial intelligence almost constantly or several times a day. Another 28% say they interact with AI about once a day or several times a week. On this self-reported measure, 44% of Americans estimate that they interact with AI less often.

Those with higher levels of education and family income are more likely than those with less education and income to say they interact with AI at least daily.

In addition, those who score high on a six-item scale of AI awareness are more likely to say they frequently interact with AI. For instance, 44% of those who have a high level of awareness of AI say they interact with AI almost constantly or several times a day. By comparison, just 12% of those who scored low on the scale say they interact with AI multiple times each day.

Many Americans have some level of concern about use of AI generally

The rapid development of artificial intelligence technologies has been accompanied by debate about ethics in AI and appropriate limits on its use.

Amid these ongoing discussions, the public strikes a cautious tone toward the overall impact of AI in society today.

On balance, a greater share of Americans say they are more concerned than excited about the increased use of artificial intelligence in daily life (38%) than say they are more excited than concerned (15%). Many express ambivalent views: 46% say they are equally concerned and excited.

There has been little change in these attitudes since last year.

Across all levels of awareness of AI, larger shares express greater concern than excitement about the impact of artificial intelligence in daily life. For example, among those who scored high in awareness of AI in daily life, 31% say they are more concerned than excited about the impact of AI, compared with 21% who say they are more excited than concerned. Those with medium or low AI awareness express greater concern than excitement by even wider margins.

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Brian Kennedy, Alec Tyson and Emily Saks

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Public Awareness of Artificial Intelligence in Everyday Activities

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Many Americans are aware of common ways they might encounter AI in daily life, though fewer are able to correctly identify each of the six common uses of AI in the survey. More broadly, the public remains more concerned than excited about the increasing use of AI in daily life.

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Foundation models are powerful machine learning algorithms that sit at the core of many generative AI tools today. How are they built and deployed and how are they changing society? Here’s a quick intro for non-experts:

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Foundation models are powerful machine learning algorithms that sit at the core of many generative AI tools today. How are they built and deployed and how are they changing society? Here’s a quick intro for non-experts: https://t.co/mvWzrV5Pgv

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Foundation models are powerful machine learning algorithms that sit at the core of many generative AI tools today. How are they built and deployed and how are they changing society? Here’s a quick intro for non-experts: pic.twitter.com/mvWzrV5Pgv
— Stanford HAI (@StanfordHAI) May 11, 2023

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Foundation models are powerful machine learning algorithms that sit at the core of many generative AI tools today. How are they built and deployed and how are they changing society? Here’s a quick intro for non-experts: https://t.co/mvWzrV5Pgv

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Foundation models are powerful machine learning algorithms that sit at the core of many generative AI tools today. How are they built and deployed and how are they changing society? Here’s a quick intro for non-experts: https://t.co/mvWzrV5Pgv

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Foundation models are powerful machine learning algorithms that sit at the core of many generative AI tools today. How are they built and deployed and how are they changing society? Here’s a quick intro for non-experts:

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Something was amiss.

Middle school librarian Jean Darnell was disappointed. She wasn't surprised, but she was disappointed.

Everyone had been buzzing about ChatGPT, the new artificial intelligence assistant by Open AI. Darnell likes to keep her students on the cutting edge, trying new technology in her classes.

It also happened to be February, Black History Month. Darnell saw an opportunity -- one she thought was promising.

So she asked ChatGPT to write her an essay about Black History Month.

"What I got back was, let's just say it was less than desirable."

She discussed her experience and talked about steps we can take to confront AI bias in an interview with Ditch That Textbook.

The short essay it generated included highlights about Black history luminaries like Rosa Parks, Dr. Martin Luther King, Katharine Johnson, and Thurgood Marshall. It discussed enslavement.

Then, it stopped.

"And then that was it," Darnell said.

"I took personal offense to it. There's so much that was missing from that essay that is pivotal, like non-negotiable factors in my culture."

So, what did she do? The Austin, Texas-based librarian took to her blog at AwakenLibrarian.com to write about the experience. The post was noticed and picked up by PBS, who published it here: Educator Voice: Artificial intelligence attempts Black history (and fails).

"My biggest fear with AI?" Darnell asked. "I think it's great. I love interacting with it. I love the exploring. But my biggest fear is that robots carry the same prejudices, biases, you know, whatever type of moral code that is damaging to people that look like me."

What can we do?

Here are some other highlights from the interview:

Keep in mind the dataset. Artificial intelligence is only as good as the information in its dataset, or what it draws upon to create its responses. Many times, that dataset has gaps, where it's operating without detail and nuance and the full breadth of information that's necessary. When you and your students use AI, keep this in mind -- and don't be afraid to interrogate the results you get from AI.

Check your sources. If artificial intelligence tools provide the source of its responses, check it out and ask questions about the accuracy. If it doesn't, you can always ask an AI assistant to provide the source of its content. If it doesn't give you the source material you want, take the response it generated with a grain of salt.

Consider representation. When using artificial intelligence, investigate who's behind it. Who is making the decisions regarding the algorithm and the final product? If diversity is missing, then certain perspectives aren't brought to the table. They might not show up directly in the finished product, but it may eventually shape what AI tools are able to do.

Encourage everyone to get involved. Sure, we can't touch the code and algorithm that drives artificial intelligence models. But that doesn't mean we can't have an impact. Learn about artificial intelligence -- and about the specific tools you're using. Jean, for example, enrolled herself in an AI bootcamp to learn about artificial intelligence so she would be able to speak about it to her students -- and the teachers she serves.

AI resources from Jean
Resource 1: AI Biases
Jean shared her experience with AI bias and Black History Month in this presentation slide deck. It includes her observations, some writing prompts, and examples from her interactions with ChatGPT.
Resource 2: AI Literacy Prompts
How can students learn to write prompts and interact with AI assistants?

Jean has compiled her "7 Innovative Prompts to use with AI for Literacy." Several of the seven prompts include documents where she shares a prompt and an example response.

Access the slide deck here. Then, click the cyan "open" boxes to access the documents that Jean shares.

More about AI from Jean

Continue in the video -- AI for Educators: Navigating bias and engaging students with Jean Darnell -- and you'll find how Jean promotes student engagement and authentic interaction using the AI assistant, ChatGPT. She shares some ideas -- and her brilliant out-of-office email reply that uses lots of Beyonce song titles. (It was created by ChatGPT!)

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Navigating AI bias in the classroom: Tips and experiences

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How can we prepare our students for biases in artificial intelligence? Teacher librarian Jean Darnell shares ideas you can use in your class.

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No, Artificial Intelligence Won’t Destroy High School English (Or Any Other Subject)

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If you’re not familiar with ChatGPT, it is an Artificial Intelligence chat bot that answers questions. If you’re thinking it’s like Siri or Alexa or even Clippy (let’s be real, Clippy was the coolest of

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In our final unit of the previous school year, I introduced our multi-genre projects-in which students are asked to synthesize "genres" of narrative, analytical and creative writing alongside audio and visual components-with a simple rationale:

Especially for education.

However, when discussing this online and in-person with other teachers, I find myself to be the outlier. Most educators seem only mildly concerned, if at all-even those who have spent time with it seem to be more focused on nitpicking its current shortcomings rather than, in my eyes, reasonably considering the seismic impact this will have on what education is.

My panic level, someone asked?

"A 12/10," I answered. And that's probably understating it.

I hope I'm just another version of William Blake's "voice crying alone in the wilderness," but I don't think I am.

Here's are six reasons why:

One of the more common reactions I saw online over the past week was for teachers to speculate about how the ChatGPT examples lacked the nuance and authenticity of actual student writing-and I'm sure many of those teachers, like I do myself, immediately pictured the most memorable writing samples from students who walked into the classroom with that uncanny ability to breathe their own voice into whatever writing they were asked to do.

"Let me be candid (with apologies to all of my current and former students): What GPT can produce right now is better than the large majority of writing seen by your average teacher or professor. Over the past few days, I've given it a number of different prompts. And even if the bot's results don't exactly give you goosebumps, they do a more-than-adequate job of fulfilling a task." -Daniel Herman

Simply put, a lot of what we do as teachers is about helping students build the skills to respond within expectations and constraints-expectations and constraints often that are meant to help "prepare them" for later expectations and constraints, within the education system and beyond them.

Standardized tests are a part of this-more on that in a later rationale in this post-but so is the very understandable fact that part of communication is learning to do so within shared norms and contexts that everyone adheres to, relatively speaking.
And that, unfortunately, is the exact type of thing that this type of program can already do.
Want to see an example? Below is a prompt that sophomores completed a few weeks back in their rhetorical appeals mini-unit that I simply copied/pasted-without making any edits!-into the ChatGPT program:

In seconds, this was the result. (Oh, and I just did a screenshot of the first part of the post-ChatGPT actually knocked out all three appeals with a concluding paragraph)

Are there some prompts this program currently struggles more with, especially with newer articles it cannot currently look up? (It is limited from searching for anything more recent than 2021 publishing at the moment.) Certainly. But even on its worse efforts, you can then give it more specific instructions or additional information and get something reasonable. Or even proficient, as the above-example demonstrates.

Perfect? Of course not-but that leads to my second concern...

Think about the students who have fallen behind and have piles of make-up work to get through, or those who have been finding ways to "get by" for years while being significantly-below-grade level as readers. Think about students who struggle with dyslexia or a host of other disabilities that make the writing process 10x longer and more challenging for them than the average student-not to mention those who are arriving at English as a second language and trying to play "catch-up" with peers.
Just to be incredibly clear about this, too, plagiarism software cannot check this.
(Could you interview a student and maybe coax an admission out of them if the writing was too dissimilar from previous writing samples? Perhaps. But are you going to do that for all 100-200 of your students on every constructed response? I don't think so-and that's not even considering that, once these tools become normed, there will be no lower-level previous writing samples to compare to for many...)

Fact: standardized testing already drives so much of what education looks like in our country, and increasingly has done so since the implementation of No Child Left Behind a little over two decades ago.

Fact: standardized testing relies primarily on multiple-choice questions for efficiency and cost-saving purposes-something I have been highly critical of as this is an inferior way of assessing learning.

How do I know? Well, I asked our good friend ChatGPT:

I repeat: "allowing for faster turnaround times and potentially more test-takers."

In other words, more tests and more money. Brilliant.

However, as Jim and I discussed in our most recent podcast before the release of ChatGPT (wasn't our timing pretty incredible?), even the types of tests that we think of as "upper-level" such as AP Exams confine students to rubrics that are essentially "boxes" that you train students to write towards-knowing that the human graders are crammed into rooms trying to speed through thousands upon thousands of them each summer as efficiently as possible.

And that is where I take an even deeper gulp, because the infusion of artificial intelligence in these high-stakes tests will very likely increase the incentive for these tests to be even more "standardized" in the types of writing they expect from students.

Concerned yet?

If not, how about this:

Okay, that is an overstatement.

But already many of you reading this post know exactly how a considerable portion of teachers will respond to the proliferation of this technology into the hands of students:

"Computers and phones away," they'll say. "Pencils out, paper out. Here we go!"

Trust me, especially after nearly a year of teaching over Zoom, I recognize the value of making learning tangible- remember, I'm the guy who has students physically mindmap their reflections every two weeks, right?-but I also have a major problem when we implement and require a form of nostalgia rather than preparing students for the world we are already in.

This is not a fight we will win, no matter how many millions districts will invest in "AI-detecting software" (and yes, for-profit "education" companies will find a way to make far too much money off this, too) or how many reams of notebook paper are wasted in the futile fight against a technology that very much needs to be collaborated with rather than combatted against.

Nevertheless, after a decade of getting to know educators and already hearing the conversations out there, there will be a sizable contingent that decides to wage this war-and, in doing so, will widen the already-wide gap between the education experience we provide to students and the world they are already in the process of inheriting.

So yeah, I'm concerned. The realistic (and, in this case, quite cynical) part of me is fairly confident that the way we respond to artificial intelligence as an education system, especially in the years ahead when it becomes normed and advanced, is going to do much more harm than good.

Speaking of harm, though...

If you aren't convinced yet, take an imaginative stroll with me.

You are a parent of a student who is about to enter high school, well aware that the academic success of your student in these formative years often can create a direct line to status and opportunities afforded to them after high school and throughout the rest of their lives. How they do in high school quite often shapes the rest of their life.

Luckily, you have the financial means to purchase an artificial intelligence software program for your student that is far superior to those available open-source, and you are fully aware that your student will benefit in major ways academically from this and that many of their peers already have this program at their disposal.

Do you purchase it?

Of course, the answer is yes-just like so many with means pay for personalized tutoring, additional test prep courses, summer programs aligned to admission criteria, as well as so many other advantages they "pay for" invisibly as far as the advantages their students have in not having to work that extra job or not having to babysit for siblings or not having to deal with food insecurity, temporary homelessness, or the myriad other obstacles that students they sit in class next to face-that is, of course, if you haven't already purchased the advantage of an entirely-separate private school experience for them, too.

We already know that companies like Google have better artificial intelligence technology than the open-source offerings like ChatGPT, so I think it is very fair to assume that the "open access" tools will not be able to keep pace with those higher-quality versions available...for a price.

I'd call that concerning.

But then there's the final concern that, quite honestly, I think you're foolish not to admit to...

And then again, here:

And can be.

But what happens when ChatGPT and the myriad superior iterations to come after it starts approaching this level, and then moves beyond it?

That can't happen, though, right?

There's an understandable, defensive arrogance coming from so many educators right now, pointing out the flaws of the current iteration and clinging with either a conscious or unconscious desperation to a normalcy, I'd argue, that now ought to stand shoulder-to-shoulder with nostalgia.

Chess players scoffed at the skill of artificial intelligence at one time, too, right?

This is why I'm trying to approach this with utmost humility, as I don't think-even in my clearly-outlier alarm-raising-that I have a grasp of how much of a paradigm shift this will ultimately be.

I did take some time today, though, to play with the narrative prompts students will have in front of them this week-the same prompt that led to the poignant student poetry showcased above. Here is a complete (silent) video clip of me messing around with this tool today during my lunch break.

This stanza midway through of course sent shivers down my spine:
But I cannot stand the ocean,
The way it roars and crashes,
The way it pulls me in and threatens to swallow me whole.
The final couplet that it arrived at, though, after some poking and prodding as I tried to see how little effort it took to "personalize" a poem using this tool, felt like ChatGPT was talking to all of us educators in this moment:

Level of concern being a 12/10 feels like a drastic understatement for this moment, I reckon. I hope I'm wrong about the paradigm shift and our lack of preparation for this moment in education, but I don't think I am.

Like all other things education, people are going to have vastly different opinions and will enter into those conversations with divergent lived experiences and values, too. These won't be easy conversations and consensus is hard to imagine any time soon.

But not talking about this isn't a solution, either, so I'd prefer the hard conversation rather than the silent one.

In the meantime...

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Yes, Teachers, You Should Be Panicking About AI

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Six reasons I am "planting my flag" that artificial intelligence's development is going to drastically change education-and that we aren't even close to prepared for it

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AI just stormed into the classroom with the emergence of ChatGPT. How do we teach now that it exists? How can we use it? Here are some ideas.

ChatGPT is an artificial intelligence chatbot. Drawing on tons and tons of data and massive processing power, it uses GPT3 technology to let users talk to the AI about practically anything.

It'll write you a song. Tell you a story. Make you a list of gifts to buy or reasons to do something.

It'll write your lesson plans. (Go ahead and try it!)

It'll even do your students' homework for them.

ChatGPT (chat.openai.com/chat) was released on November 30, 2022, the first very notable public AI chatbot. (It certainly won't be the last.)

Immediately, students were thinking ...

"Can this write my English essays for me? Write speeches for class? Do my math homework?"

Immediately, teachers were thinking ...

"How will I run class when students can ask a chatbot to do everything for them?"

Meanwhile, the IT staff was thinking ...

"We've got to get this blocked immediately." (Of course, we know that won't stop students from using it, right?)

Now, we're wondering ...

What is ChatGPT? And, more broadly, what are chatbots and AI?

How is this going to impact education?

How can I teach tomorrow knowing that this exists?

Can I use this as a tool for teaching and learning?

Should we block it through the school internet filter -- or try to ban it?

Calculators.
Search engines.
Google Translate.
Wikipedia.
PhotoMath.#ChatGPT.

They disrupt traditional teaching.

We adapt. Education evolves forward.

Blocking them isn't the answer.

Making education more relevant is.
- Matt Miller (@jmattmiller) December 14, 2022

Jump straight to a section (click a button below):

⭐️ Add thoughts, ideas, resources in the comments at the bottom! ⭐️

Define: ChatGPT, GPT3, chatbots, and artificial intelligence.

These are some of the important things to understand as we wrap our brains around what this is and how to navigate it in the classroom.

I'll do plenty of my own human thinking and reasoning, but for the purposes of information, I'm going to let ChatGPT give us working definitions to use:

1. ChatGPT, what are you?

I am an artificial intelligence assistant trained by OpenAI to help answer questions and provide information on a wide variety of topics. I am not a physical being, but rather a program that is designed to process and generate text based on the input I receive. My primary function is to assist users like you by providing information and answering questions to the best of my ability. I have been designed to have a conversational style and can understand and respond to natural language input. I do not have personal experiences or feelings, and my responses are based solely on the information and knowledge that has been programmed into me. Is there anything else you would like to know?

2. What is GPT3?

GPT-3 (Generative Pre-trained Transformer 3) is a language generation model developed by OpenAI. It is a neural network-based machine learning model that is trained on a large dataset of text data to generate human-like text. GPT-3 has the ability to perform a wide range of language tasks, including translation, summarization, question answering, and text generation. It can be fine-tuned on specific tasks or used to generate text in a more general sense. GPT-3 has received a lot of attention due to its impressive performance on various language tasks and its ability to generate human-like text.

3. What is a chatbot?

A chatbot is a computer program designed to simulate conversation with human users, especially over the Internet. Chatbots are often used in customer service, marketing, and other areas where being able to communicate with customers or users in a natural, human-like way is important. Chatbots can be programmed to understand and respond to specific commands or questions, or they can be more general and able to hold a conversation with users on a wide range of topics. They can be integrated into websites, messaging apps, and other digital platforms, and they can be programmed to use natural language processing (NLP) techniques to understand and respond to user input. Chatbots can be very useful for automating tasks and providing quick responses to frequently asked questions, but they are not as advanced as some other artificial intelligence (AI) systems and may not be able to hold more complex or nuanced conversations.

4. What is artificial intelligence?

Artificial intelligence (AI) refers to the ability of a computer or machine to perform tasks that would normally require human intelligence, such as learning, problem-solving, decision-making, and more. There are several different approaches to building AI systems, including machine learning, where a system is trained on a dataset and can improve its performance over time, and rule-based systems, where the system follows a set of predetermined rules to make decisions. AI can be applied to a wide range of areas, including natural language processing, image and video recognition, robotics, and more. The goal of AI research is to create systems that can perform tasks at least as well as, or ideally better than, humans. AI has the potential to revolutionize many industries and transform the way we live and work, but it also raises important ethical and social questions.

Want to make sense of the world of artificial intelligence and its impact on education? Sit in on the panel discussion in the video above, featuring:

Victoria Thompson, Microsoft education executive and former classroom teacher

Donnie Piercey, fifth grade teacher and 2021 Kentucky State Teacher of the Year

Holly Clark, education consultant and National Board Certified Teacher (formerly in the classroom)

Dee Lanier, author, speaker, and former classroom teacher

Matt Miller, author/creator of Ditch That Textbook and former classroom teacher

What are the implications for the classroom?

As soon as the genie was out of the lamp, so to speak, there were effects of ChatGPT and AI on teaching and learning. Whether we felt those impacts right away or not, as soon as it was released, things have the potential to change. Below, we'll talk about ChatGPT in particular, but know that this is just the first one ... and we're thinking long-term about new products to come later.

1. Students can use ChatGPT to do their assignments.

There. I'll just say it clearly and plainly since we're all thinking it. For lots of assignment types (not all of them!), students can ask ChatGPT to do the work for them. They can copy/paste the work into a document or your learning management system and submit it.

2. TurnItIn and other plagiarism checkers can't catch it.

What ChatGPT creates is an original work each time you ask it. It creates something new every time you ask, and its responses are not in the databases of plagiarism checkers. ChatGPT doesn't keep a log of responses it creates, and even if it did, I'm thinking OpenAI (creator of ChatGPT) has no incentive to make all of that available to plagiarism checkers. (Even if it did, the processing power necessary to query that database would be enormous.)

Some people will, undoubtedly, try to find ChatGPT detectors to track down students using it (in a similar way to plagiarism checkers). You may find them. I found one on social media called GPT-2 Output Detector Demo. It's a demo, so it's not a finished product. It's based on GPT2 technology (which is a predecessor to the GPT3 technology that ChatGPT is using as of the writing of this post).

Also, it can be wildly inaccurate. I copied a blog post I wrote into it and it identified it as 92.54% chance of being real. I copied something out of ChatGPT and it identified it as 99.98% chance of being fake. ("Fake," being the term for "written by a bot.") A poem ChatGPT created for a friend, however, was flagged as real.

Beware of using detectors as your way of dealing with this.

They're not reliable. And this approach isn't the long-term solution to helping your students become modern learners.

3. Schools and districts will try to block it, but that won't stop much.

Immediately, IT admins are going to have to decide if they want to block ChatGPT with their internet firewalls. And lots of them will indeed block it. If they do, I hope they don't think that they've solved the "problem" they think they have on their hands.

First of all, blocking ChatGPT on the school's network won't do much. Sure, students won't be able to access it with their school devices on the school network. But did you know that students have cell phones? Phones that operate on a cellular network that the school can't control? They can run to the bathroom, sit in a stall, ask ChatGPT for answers, copy them to a document, come back to class, and transfer the text on that document into their assignment and turn it in. (They can do that at home, too. Or on the bus. Or quietly under the desk in the classroom.)

Whether to block ChatGPT school-wide is still a decision schools and districts have to make.
The bigger decision is: what will teaching and learning look like going forward now that this technology is available?
(Check out the section below called, "Should we block it or try to ban it?")

4. ChatGPT and forthcoming chatbots like it have their limitations.

When you load ChatGPT for the first time, it even tells you what some of its limitations are. Here are a few that it states -- and some others to be aware of for schools/classrooms:

It may occasionally generate incorrect information. As of publication of this post, it's still in "free research preview." That means it's an imperfect product that they're trying to improve.

It may occasionally produce harmful instructions or biased content. Any artificial intelligence is as good as the dataset it's drawing from -- and how it uses it. It has to make judgment calls just like humans do. Bias exists in judgments. It's still learning how to work with and eliminate its bias.

It has limited knowledge of world and events after 2021. Think of its dataset in a sealed box. It isn't drawing from current events. It can't pull anything from social media. It can't even search the active internet.

It won't make ethical decisions for you. I've asked it a few things where it has to make decisions based on morals, ethics and personal values. It has declined, explaining that that's beyond the scope of what it's trained to do.

I've heard that it struggles to do math sometimes. I admit this is a really, really subjective thing to include with very little to back it up. I keep seeing posts on social media about this. Take this for what it's worth to you.

5. School/class uses of ChatGPT, chatbots, and AI aren't all bad.

Lots of teachers are making judgment calls about the use of this new technology, and many are concerned about its immediate impacts. Here's the truth: it'll make lots of teachers reconsider some types of assignments they'll assign going forward. Hey, they don't want to know how a bot will respond to their prompts, questions, and assignments. They want to use it to gauge learning in a human being. It makes sense.

But let's put it this way. There are some really, really mindless, terrible writing prompts out there ... and math worksheets ... and project assignments. If we're looking long-term, this technology will eventually start to push some of those terrible assignments out and force us to come up with something new. It'll probably be painful, and many of us will probably hate parts of the process. But in the end, we will evolve to something better.j

AI isn't going away. But if we ask students to write on paper right now -- as a stopgap, we know it's coming from their own brains. But please don't long-term plan like this.

Also -- just like we did with the calculator, Wikipedia and Google searches -- students and teachers will find productive, meaningful ways to use this new technology for teaching and learning. (More on that below.)

6. Students will have to learn how to navigate life with AI.

Big picture, this is a shift students will deal with for the rest of their lives. Artificial intelligence will continue to get better and better. This version of ChatGPT is the weakest, most rudimentary artificial intelligence of its kind our students will ever use. My friend Holly Clark called it the "Commodore 64 of AI" -- a technology that was revolutionary at the time but is now seen as antiquated and obsolete.

Students will have to wrestle with questions of humanity -- what sets us apart as humans? When should AI be used, and when shouldn't it be?

They'll wrestle with questions of obsolescence -- what can I do that AI can't do? How can I do my best to be sure my work, my passions, my place in this world isn't replaced by artificial intelligence?

They'll wrestle with ethical questions -- how can AI use be fair, equitable, unbiased, good? What happens if it gets in the hands of bad actors? How can I make sure I'm using it in an ethical way?

Big-picture, AI will cause a shift students will deal with for the rest of their lives. They'll wrestle with questions of humanity, questions of obsolescence, ethical questions. Let's help them with this.

What else? How could ChatGPT and artificial intelligence be used as a classroom tool? Share your ideas in a comment below -- and check out what others say!

FREE teaching ideas and templates in your inbox every week!

How to define "cheating" and "plagiarism" with AI

What is cheating? What is plagiarism?

We thought we had a pretty clear idea of how we'd define both of these.

As more and more artificial intelligence (AI) come on the scene, we're going to have to update our definitions.

That is ... if we want our education to be relevant to our students' future.

If AI tools are everywhere -- and they're only going to get better -- they'll be a vital part of the workforce when students progress through school and graduate.

So our definitions will have to morph.

The question is ... where will we draw the line?

Here's a slide I shared during a conference presentation about ChatGPT and AI in education. It was the most-shared slide on social media from that presentation.

We're going to have to draw a line -- as educators, as schools, even as school districts -- to determine what we're going to allow and what we aren't.

First, let's make sure we're clear on these two words. Here are my best definitions for these terms ...

Cheating: When a student does something dishonest in academic work that misrepresents what they understand or are able to do for an unfair advantage.

Plagiarism: When a student represents some type of work to be their own creation when, in reality, it isn't their own work.

Those definitions might not be perfect, but they highlight an important reality.

There's LOTS of gray area. It's fuzzy and unclear.
Which of these would you consider "cheating" or "plagiarism"? (From the image above ...)

Student plugged prompt into AI, copied response and submitted it to the teacher.

AI created a response. Student read, edited, adjusted, and submitted.

Student created multiple AI responses, used the best parts, edited, and submitted.

Student wrote main ideas. AI generated a draft and offered feedback to improve.

Student consulted the internet/AI for ideas, then wrote and submitted.

Student wrote all assignment content without consulting AI or the internet.

There's a good chance your gut reaction -- your visceral answer to this question -- relates to how our current education system operates or how you've taught in the past.

Of course, things are changing.

The artificial intelligence available today is some of the least powerful our students will see in their lifetime. ( ChatGPT is like the MySpace of artificial intelligences. We'll look back on it and laugh at how powerful we thought it was.)

Think of a 10-year-old in school right now. She graduates high school in eight years. She graduates college in four years.

By the time she enters the workforce, artificial intelligence has improved and evolved for 12 years.

As we consider our answer to the question, "What is plagiarism/cheating?," our answer has to be relevant to that student in 12 years.

Also, if we want to be fair, we have to ask ourselves this question:

Which of the above options would we use in our work as adults? If we're willing to use AI in our work right now, it's only going to become more commonplace in the future.

Of course, as educators, we're still trying to grasp AI and its place in the world.

We don't have to have the perfect answer right now.

But now is the time to start trying to get it right.

AI detectors: What's available? Should we use them?

In the days and weeks after ChatGPT was released, teachers kept wondering about one thing.

"How do I know if students used artificial intelligence to do their work?"

Immediately, there was a demand for AI detectors.

Today, there are several options. (We'll get to that in a second.)

But it begs a bigger question: Do they really solve the problem? (And is the perceived problem really a problem?)

Let's put it this way.

When TurnItIn came on the scene, did it fix the problem of plagiarism in classes? Did it make plagiarism go away? No. It's a tool.

Point 1: AI detectors are a tool, not a cure-all. If you found the most accurate, effective one, it wouldn't keep students from using AI to do their work, and it won't make AI tools go away.

Point 2: Today's AI detectors aren't very reliable. They routinely produce false positives, saying human-created text was created by AI. Just like in court, you can't accuse someone using evidence that isn't reliable.

Point 3: They can be the beginning of a discussion. If a student turns in work that appears to be heavily AI-generated, it might be time to talk. How do I know what you've learned? Are there barriers preventing you from doing the work yourself? In a world with more and more AI, how will you leverage your humanity so you're not outsourced by AI?

Point 4: Use your teacher eyes and teacher brain. If you've been reading your students' work and following your progress, your human senses might detect that something doesn't look or sound like them better than an AI checker could.

So, with that all established, what's available?

Should we block it or try to ban it?

If we block ChatGPT (or tools like it) and think we're solving a problem, we're deluding ourselves.

There are two decisions that need to be addressed since ChatGPT was released.

A big, systemic decision that needs to be made is: What will teaching and learning look like with ChatGPT and AI in existence?

We've started unpacking that above (and in conversations all over the globe).

But there's a more pressing question, and it's one that requires a bit of nuance ...

Do we block it at school?

Immediately, schools and districts must decide whether to block access to it on school networks and devices.

That decision, however, won't solve "the problem." (I use quotes because I'm not convinced that the proliferation of AI is a problem. It really does disrupt how we have done -- and are doing -- school, though.)

Students still will have access to it. It's like social media. It can be blocked at school. But students can access it (as I mentioned above) on their phones under a desk, in the restroom, on a bus, at home ... anywhere. They'll get access.

But someone has to decide. Should it be blocked at school?

What educators in my social media circles are saying ...
The resounding answer has been, "No, don't block it."
Their rationale: This is the future. It's not going anywhere. Students must have access to it. It'll prepare them for the future. Why would we want to keep students from accessing something so powerful?

There's something to know about these social media circles, though. Lots of people in them aren't in the classroom and don't have a good perspective on what full-time teachers go through.
(Full disclosure: I don't teach full time anymore either. I'm in my wife's and kids' schools a lot, but I don't teach full time.)
The ones in these social media circles that are in the classroom? They're dreamers (like me). They've seen the ways the system is broken. They're ready for change.

In the end -- if we're playing the long game (and I think we are), I side with them.

Generally.

What regular teachers in regular classrooms are saying ...
If you walk into any given classroom in schools across the United States (and some parts of the world)? The resounding answer has been, "Please block it. Right now!"
These are the teachers who write lesson plans. Every single day.

They grade student work. Every single day.

They teach and supervise and facilitate class. Every single day.

They never have enough time to do what they need. Their checklist is never complete.

There's a level of survival in these classrooms.

Reinventing their teaching methods and assignments at the drop of a hat because a new AI bot came out?

They just don't have time for that. (And they don't have the capacity in their already fractured personal wellness to do that.)

I understand.

I think, deep down inside, these teachers know the potential of AI and tools like ChatGPT. They know that it's going to change how teaching and learning looks.

They just need to survive the day. The week.

They need to survive until break.

They're on the front lines, dealing with all sorts of difficult situations and a lack of resources and a lack of respect for the classroom and the teaching profession.

They also just did this. Do you remember? (If you don't, you probably haven't taught in a classroom for a few years.)

Teachers are just starting to feel a sense of normality after pandemic-induced remote teaching. They had to reinvent the way they teach -- immediately! -- to a remote format, one that most weren't prepared for, technologically or pedagogically or logistically.

As teacher wellness expert Mandy Froehlich (Twitter: @froehlichm) said, they're trying to get out of emergency mode. And when you finally get out of emergency mode, there's a let-down ... an emotional, sometimes physical, response to the trauma you've dealt with.

So to those that look down their noses at teachers who are begging for this to be blocked, let's just remember the recent past. And let's also remember that they likely understand the impact of this.

They just want to survive the week. Survive until break.

Survive until we get a spare moment to think about this. Learn about it. Brainstorm some ways to change our assignments so that they can't

A proposal for schools/districts that's a middle ground

(Hear my justification for this proposal in the video) Let's block it until the end of the school year.
Let's not make a long-term decision to block ChatGPT (and tools like it) forever.

Let's also not make a long-term decision to leave it open forever.

(I'm not totally confident that this is the right answer. But I haven't heard anyone argue for the middle ground yet, so I want to add this voice.)

Let's agree to block it on student devices and networks (and allow it on teachers devices/networks if possible) just until the end of the school year.

To look at their assignments and consider how they'd like to change them in light of this new technology.

To look at how they teach and how this might be incorporated in it.

To look at how technology like this might augment classroom discussions

Here's why ...

Teachers need some time to regroup ...

... and on and on.

We need some space. Some time. A little room to ponder, to sit with all of this. To talk to other educators about what they think. To talk to students and to parents.

Let's just give teachers a little space.

However, let's also make a few things clear.

1. This isn't the long-term answer. This is a stopgap to help struggling teachers to survive this sudden change.

2. Students still will have access to this. Just because we block this on student networks and devices doesn't mean they won't plug your writing prompts and questions into this technology. This just buys you a little time to finish the year with your traditional assignment types to come up with something new.

A faculty-wide discussion and brainstorming session about best ways to teach and learn is in order at the end of the year. Everyone shares their best ideas and prepares for their implementation. (And let's pay the teachers for this extra meeting, OK?)
1. Will this technology be blocked on school networks and devices? 2. How will we evolve our teaching practice now that these technologies exist?
Then, at the beginning of next school year, let's open the ChatGPT floodgates.

Even if this isn't the solution you (or your school/district) comes to, there are two decisions that need to be made:

Blocking ChatGPT district-wide is one decision.

Deciding how teaching/learning happen while it exists is another. (to me)

If a district thinks blocking it will solve the problem, they're deluding themselves.

Blocking it can be one part of a solution, I believe. https://t.co/CvHCT2RqSQ
- Matt Miller (@jmattmiller) December 14, 2022

What other resources can help me learn about this?

Below is a list (albeit incomplete!) of resources I've found in the weeks after ChatGPT came into existence. I'll share links along with why I like them as resources. Please add other resources -- even your own! -- in the comments below!

ChatGPT in Classrooms: What to Know (U.S. News and World Report) -- Students, teachers and others in education weigh in on this new AI tool and the implications it has in the classroom.

What can English teachers do about ChatGPT (Learning in Room 213) -- This post explores what ChatGPT is, the problems with blocking it, and suggestions: entice personal engagement, avoid formulaic assignments, build critical thinking, etc.

No, Artificial Intelligence Won't Destroy High School English (or Any Other Subject) (John Spencer, Spencer Author) -- I've waited to read this because I wanted to create my own piece of content without copying anyone, but I've been excited to see John's thoughts on it. Hang on a second, let me read it ... Yep, it's as fantastic as I expected. Some of John's points include: "Almost any task can be automated, but what's the joy in that?"; "If we outsources every task, we might short-circuit the learning"; and "AI can't replace your voice." This is really, really good.

Human Skills in a World of Artificial Intelligence (John Spencer, Spencer Author) -- In this post (which dovetails wonderfully with the one above), John outlines the problems with a couple approaches to AI and advocates for another one: "the human approach."

The conversation about how much we care (Twitter thread by Evan Weinberg @emwdx) -- This thread doesn't seem to have gotten much attention, but I really like where Evan's going with it. He introduces it with: "As we see start to see how easy it is for a tool like #ChatGPT to generate text that sounds convincingly like us, it is starting the conversation about how much we care. We care a lot more than we might initially admit."

Ideas for using ChatGPT in the Classroom (IB English Guys) -- They opened up this collaborative Google Doc to share ideas. There are 10+ ideas with rationale and comments from educators.

AI Homework (Stratechery) -- This is an interesting, thoughtful, nuanced look at the intersection of homework and artificial intelligence. He talks about the struggles that ChatGPT has with math, and he even runs a virtual machine (like a Linux terminal) inside ChatGPT.

Yes, Teachers, You Should Be Panicking About AI (The Broken Copier) -- This post provides six reasons why we should be concerned about ChatGPT and AI (in light of the condition of education in many classrooms right now), helping us make sense of how we move forward.

The College Essay is Dead (The Atlantic) -- This was one of the first posts I saw (that was circulated widely) about the impact of ChatGPT in education. It's a paid article on The Atlantic. I subscribed so I could read it so that I could tell you ... it's talking points and not much else. If you'd like to read commentary about it and you're a subscribers to The Atlantic, go for it. I wouldn't pay for it ... especially since I'm focused on what we can actually do with this technology.

No, ChatGPT is Not the End of High School English. But Here's the Useful Tool It Offers Teachers (Forbes) -- Here's the best point in this whole article (so you don't have to read it): ChatGPT is an excellent prompt tester. Think you've come up with a good writing prompt? Feed it to the chatbot. If it can come up with an essay that you would consider a good piece of work, then that prompt should be refined, reworked, or simply scrapped.

Learning More about Chat GPT in Education (Jennifer Casa-Todd) -- Jen has written books about social media, digital literacy, and technology's impact on children's lives. She shares some of the best things she's found about the topic.

Education is about to radically change: AI for the masses (Nate McClennen and Rachelle Dené Poth for Getting Smart) -- AI already does and will continue to impact education - along with every other sector. Innovative education leaders have an opportunity to build the foundation for the most personalized learning system we have ever seen.

Let's Chat: OpenAI and ChatGPT (THRIVEinEDU podcast by Rachelle Dené Poth) -- Have you tried OpenAI yet? What has your experience been? Rachelle shares some background info, insights, questions and more in this episode. She also shares at her blog: www.Rdene915.com.

Chatbots in Education: Middle School and High School (Heather Olvey and Terri Files) -- These teachers pulled together slide decks with ideas for implementing chatbots in the classroom.
Have a resource to add -- yours or from someone else? Share it in the comments below!

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ChatGPT, Chatbots and Artificial Intelligence in Education

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AI just stormed into the classroom with the emergence of ChatGPT. How do we teach now that it exists? How can we use it? Here are some ideas.FEATURED

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ChatGPT: Ban it? No! Embrace it? Yes! | ISTE

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When it comes to ChatGPT, the challenge - and opportunity - for educators is to learn how to use it thoughtfully, ramp up their media literacy curriculum and develop assignments that lead students to turn in original and creative work.

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The impact of artificial intelligence on learner–instructor interaction in online learning - International Journal of Educational Technology in Higher Education

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Artificial intelligence (AI) systems offer effective support for online learning and teaching, including personalizing learning for students, automating instructors’ routine tasks, and powering adaptive assessments. However, while the opportunities for AI are promising, the impact of AI systems on the culture of, norms in, and expectations about interactions between students and instructors are still elusive. In online learning, learner–instructor interaction (inter alia, communication, support, and presence) has a profound impact on students’ satisfaction and learning outcomes. Thus, identifying how students and instructors perceive the impact of AI systems on their interaction is important to identify any gaps, challenges, or barriers preventing AI systems from achieving their intended potential and risking the safety of these interactions. To address this need for forward-looking decisions, we used Speed Dating with storyboards to analyze the authentic voices of 12 students and 11 instructors on diverse use cases of possible AI systems in online learning. Findings show that participants envision adopting AI systems in online learning can enable personalized learner–instructor interaction at scale but at the risk of violating social boundaries. Although AI systems have been positively recognized for improving the quantity and quality of communication, for providing just-in-time, personalized support for large-scale settings, and for improving the feeling of connection, there were concerns about responsibility, agency, and surveillance issues. These findings have implications for the design of AI systems to ensure explainability, human-in-the-loop, and careful data collection and presentation. Overall, contributions of this study include the design of AI system storyboards which are technically feasible and positively support learner–instructor interaction, capturing students’ and instructors’ concerns of AI systems through Speed Dating, and suggesting practical implications for maximizing the positive impact of AI systems while minimizing the negative ones.

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A scholar explains how artificial intelligence systems can revolutionize the way students learn.

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ChatGPT, Chatbots and Artificial Intelligence in Education

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AI just stormed into the classroom with the emergence of ChatGPT. How do we teach now that it exists? How can we use it? Here are some ideas.FEATURED

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Can you use the popular AI tool ChatGPT to save time? Over the past few months, I've looked at numerous ways for educators to save time using this new chatbot. If you've followed along with my blog and podcast in the past, you know that working smarter, not harder, is a big theme of the resources I share.

In today's blog post, we're not looking at the role of ChatGPT in education from the student perspective. However, there have been plenty of articles recently on what this means for students to write essays or conduct research with ChatGPT. If you're curious about these conversations, check out this article from The Atlantic, or this one from Edutopia, about the impact of ChatGPT on classroom instruction.

Can teachers use ChatPGT? You bet! ChatGPT isn't COPPA compliant, and it's not designed for students. Of course, that doesn't mean kids of all ages won't try and use it - but for today's purposes, it simply won't be the focus of this post. Instead, I want to share ten ways you can use ChatGPT to save time. And while you play around with this free tool, you can also get a sense of what students might use it for and the potential impact in classrooms.

10 Things Teachers Can Do with ChatGPT to Save Time

How does ChatGPT work? After you set up an account, you can start typing in prompts or questions. You can use complete sentences, write a general task, or ask something very specific. Use this link to set up an account.

One way you can make the most of ChatGPT is to accelerate your workflow - or work smarter, not harder. I recently sat down with Angela Watson from the Truth for Teachers podcast to chat about this topic during a live recording session at the FETC Conference.

The ten things in the list below are all time-saving tips, and I hope as you play around with ChatGPT, you will share what you learn with other educators. Maybe you'll even tag me on social media (find me on Instagram and Twitter) to let me know what you learn, too.

Regular readers of the blog know that I often focus on ways teachers can save time (like " 8 Time-Saving Tips for Teaching with Podcasts - Easy EdTech Podcast 182" or " 7 Google Calendar Tips for Teachers "). The ten tasks listed below are things you probably already do. But with ChatGPT, you can do it faster. And you might find that the result is even better than your first attempt at doing it on your own - especially if you're tired or just spent after a long day.

Email Reminders

Have a field trip on the calendar? Try using the prompt "Write an email to remind families about our field trip to the museum next week." As you can see in the screenshot below, the email that ChatGPT wrote for me has a simple format and gives me space to add specific details.

Feedback Ideas

If you're stuck on what kind of feedback to give students, try asking ChatGPT. Use the prompt, 'My students are writing persuasive essays, and I want to give them feedback on their introduction. What kind of things can I say to them to help strengthen their writing?" The response from ChatGPT gave me a few ideas I can customize for a group of students.

Rewrite a Sentence

Worried that part of a task or email doesn't sound quite right? Use the prompt, "Rewrite this sentence so it is clearer." Then add your sentence to the query box. You could also ask, "Rewrite this sentence, so it is [fill in the blank with: friendlier, more concise, simpler]."

Resource Search

I just returned from speaking at the FETC conference in New Orleans. So with New Orleans still on my mind, I decided to try the prompt, "Where can I go to find primary source documents about New Orleans state history?" Although I might have put this in a Google search, I love how ChatGPT came up with answers and descriptions so I can now search more efficiently.

Simplify an Explanation

Sometimes it's hard to keep things simple. If you're struggling to write something in a concise manner, or you're looking at the directions you want to give students, and you feel like something is missing or just too complicated, place it in ChatGPT. Add the prompt, "Simplify this, so it is less confusing," then paste the paragraph you wrote.

Breakdown a Process

When I write a step-by-step guide, I reread it multiple times to ensure I didn't miss a crucial step. Instead, you might use a prompt like "Explain the process of turning in an assignment in Google Classroom" and then customize it for your group of students. This prompt can save time by giving you a starting point instead of writing entirely from scratch.

Video Titles and Descriptions

Do you make videos for your students, or are you interested in flipping your classroom? Try having ChatGPT write the video titles and descriptions for you. For example, you might ask, "Write a catchy title and informative description for a video for my students about the lattice method for multiplication." Of course, you don't have to use this exact title and description, but it can certainly save you time if you are uploading a unit's worth of videos into YouTube.

Keyboard Shortcuts

Earlier this year, I shared some of my favorite keyboard shortcuts on the podcast. If you'd like to find a quick list without having to scroll through a handful of responses on Google, try asking ChatGPT. For example, you might say, "Make a list of keyboard shortcuts for Google Calendar."

Writing Prompts

A popular way to start the day in a classroom is to ask students to write about a relevant topic. You might tell ChatGPT to generate a list of writing prompts for you. Once you see the suggestions, you can modify them to meet the needs of your students. Here's what ChatGPT came up with when I asked, "Make a list of 10 writing prompts I can share with students to have them write about endangered species."

Email Revisions

One of the ways I've used ChatGPT to save time this year is to revise my emails. After I write an email, I will paste the text into ChatGPT with the prompt "Rewrite this email so it is friendly, clear, and professional." Of course, you can modify the adjectives to fit your goals and substitute them with words like concise, serious, brief, or silly.
You might find that ChatGPT is helpful in various ways - not just teaching. Here are a few bonus tips to try out:

Give me a recipe for lasagna for two people

What day of the week was [add your date of birth]?

Make a list of holidays in March

Did I write this blog post with ChatGPT? Nope, but it did help me out with a few winter blog posts, including this one on video journals and this one on making animated videos. If you're ready to get started using ChatGPT to save time, create a free account and use one of the prompts listed above. I can't wait to hear what you think! Share your ideas on social media and tag me @ClassTechTips on Instagram and Twitter, or just send me a DM if you have something awesome to share!

Find more posts on ChatGPT:

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10 Things Teachers Can Do with ChatGPT to Save Time - Class Tech Tips

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Can you use the popular AI tool ChatGPT to save time? Here are ten quick time-saving tips for teachers to try out this school year.

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ChatGPT for Teachers | Talking About Education with an AI Bot!

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Easily interact with, tune, and deploy large AI models, accelerating generative AI to production.

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by Pati Ruiz and Judi Fusco

This glossary was written for educators to reference when learning about and using artificial intelligence (AI). We will start with a definition of artificial intelligence and then provide definitions of AI-related terms in alphabetical order. This glossary was last updated on July 19, 2023

Artificial Intelligence (AI): AI is a branch of computer science. AI systems use hardware, algorithms, and data to create "intelligence" to do things like make decisions, discover patterns, and perform some sort of action. AI is a general term and there are more specific terms used in the field of AI. AI systems can be built in different ways, two of the primary ways are: (1) through the use of rules provided by a human (rule-based systems); or (2) with machine learning algorithms. Many newer AI systems use machine learning (see definition of machine learning below).

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Algorithm: Algorithms are the "brains" of an AI system and what determines decisions in other words, algorithms are the rules for what actions the AI system takes. Machine learning algorithms can discover their own rules (see Machine learning for more) or be rule-based where human programmers give the rules.

Artificial General Intelligence (AGI): Artificial general intelligence has not yet been realized and would be when an AI system can learn, understand, and solve any problem that a human can.

Artificial Narrow Intelligence (ANI): AI can solve narrow problems and this is called artificial narrow intelligence. For example, a smartphone can use facial recognition to identify photos of an individual in the Photos app, but that same system cannot identify sounds.

Chat-based generative pre-trained transformer (ChatGPT): A system built with a neural network transformer type of AI model that works well in natural language processing tasks (see definitions for neural networks and Natural Language Processing below). In this case, the model: (1) can generate responses to questions ( Generative); (2) was trained in advance on a large amount of the written material available on the web ( Pre-trained); (3) and can process sentences differently than other types of models ( T ransformer).

Transformer models: Used in ChatGPT (the T stands for Transformer), transformer models are a type of language model. They are neural networks and also classified as deep learning models. They give AI systems the ability to determine and focus on important parts of the input and output using something called a self-attention mechanism to help.

Self-attention mechanism: These mechanisms, also referred to as attention help systems determine the important aspects of input in different ways. There are several types and were inspired by how humans can direct their attention to important features in the world, understand ambiguity, and encode information.

Computer Vision: Computer Vision is a set of computational challenges concerned with teaching computers how to understand visual information, including objects, pictures, scenes, and movement (including video). Computer Vision (often thought of as an AI problem) uses techniques like machine learning to achieve this goal.

Critical AI: Critical AI is an approach to examining AI from a perspective that focuses on reflective assessment and critique as a way of understanding and challenging existing and historical structures within AI. Read more about critical AI.

Data: Data are units of information about people or objects that can be used by AI technologies.

Training Data: This is the data used to train the algorithm or machine learning model. It has been generated by humans in their work or other contexts in their past. While it sounds simple, training data is so important because the wrong data can perpetuate systemic biases. If you are training a system to help with hiring people, and you use data from existing companies, you will be training that system to hire the kind of people who are already there. Algorithms take on the biases that are already inside the data. People often think that machines are "fair and unbiased" but this can be a dangerous perspective. Machines are only as unbiased as the human who creates them and the data that trains them. (Note: we all have biases! Also, our data reflect the biases in the world.) ¹ ​​

Foundation Models: Foundation Models represent a large amount of data that can be used as a foundation for developing other models. For example, generative AI systems use large language foundation models. They can be a way to speed up the development of new systems, but there is controversy about using foundation models since depending on where their data comes from, there are different issues of trustworthiness and bias. Jitendra Malik, Professor of Computer Science at UC Berkeley once said the following about foundation models: " These models are really castles in the air, they have no foundation whatsoever. "

Human-centered Perspective: A human-centered perspective sees AI systems working with humans and helping to augment human skills. People should always play a leading role in education, and AI systems should not replace teachers.

Intelligence Augmentation (IA): Augmenting means making something greater; in some cases, perhaps it means making it possible to do the same task with less effort. Maybe it means letting a human (perhaps teacher) choose to not do all the redundant tasks in a classroom but automate some of them so they can do more things that only a human can do. It may mean other things. There's a fine line between augmenting and replacing and technologies should be designed so that humans can choose what a system does and when it does it.

Intelligent Tutoring Systems (ITS): A computer system or digital learning environment that gives instant and custom feedback to students. An Intelligent Tutoring System may use rule-based AI (rules provided by a human) or use machine learning under the hood. By under the hood we mean the underlying algorithms and code that an ITS is built with. ITSs can support adaptive learning.

Adaptive Learning: Subject or course material is adjusted based on the performance of the learner. The difficulty of material, the pacing, sequence, type of help given, or other features can be adapted based on the learner's prior responses.

Interpretable Machine Learning (IML): Interpretable machine learning, sometimes also called interpretable AI, describes the creation of models that are inherently interpretable in that they provide their own explanations for their decisions. This approach is preferable to that of explainable machine learning (see definition below) for many reasons including the fact that we should understand what is happening from the beginning in our systems, rather than try to "explain" black boxes after the fact.

Black Boxes: We call things we don't understand, "black boxes" because what happens inside the box cannot be seen. Many machine learning algorithms are "black boxes" meaning that we don't have an understanding of how a system is using features of the data when making their decisions (generally, we do know what features are used but not how they are used)There are currently two primary ways to pull back the curtain on the black boxes of AI algorithms: interpretable machine learning (see definition above) and explainable machine learning (see definition below).

Machine Learning (ML): Machine learning is a field of study with a range of approaches to developing algorithms that can be used in AI systems. AI is a more general term. In ML, an algorithm will identify rules and patterns in the data without a human specifying those rules and patterns. These algorithms build a model for decision making as they go through data. (You will sometimes hear the term machine learning model.) Because they discover their own rules in the data they are given, ML systems can perpetuate biases. Algorithms used in machine learning require massive amounts of data to be trained to make decisions.

It's important to note that in machine learning, the algorithm is doing the work to improve and does not have the help of a human programmer. It is also important to note three more things. One, in most cases the algorithm is learning an association (when X occurs, it usually means Y) from training data that is from the past. Two, since the data is historical, it may contain biases and assumptions that we do not want to perpetuate. Three, there are many questions about involving humans in the loop with AI systems; when using ML to solve AI problems, a human may not be able to understand the rules the algorithm is creating and using to make decisions. This could be especially problematic if a human learner was harmed by a decision a machine made and there was no way to appeal the decision.

Neural Networks (NN): Neural networks also called artificial neural networks (ANN) and are a subset of ML algorithms. They were inspired by the interconnections of neurons and synapses in a human brain. In a neural network, after data enter in the first layer, the data go through a hidden layer of nodes where calculations that adjust the strength of connections in the nodes are performed, and then go to an output layer.

Deep Learning: Deep learning models are a subset of neural networks. With multiple hidden layers, deep learning algorithms are potentially able to recognize more subtle and complex patterns. Like neural networks, deep learning algorithms involve interconnected nodes where weights are adjusted, but as mentioned earlier there are more layers and more calculations that can make adjustments to the output to determine each decision. The decisions by deep learning models are often very difficult to interpret as there are so many hidden layers doing different calculations that are not easily translatable into English rules (or another human-readable language).

Natural Language Processing (NLP): Natural Language Processing is a field of Linguistics and Computer Science that also overlaps with AI. NLP uses an understanding of the structure, grammar, and meaning in words to help computers "understand and comprehend" language. NLP requires a large corpus of text (usually half a million words).

NLP technologies help in many situations that include: scanning texts to turn them into editable text (optical character recognition), speech to text, voice-based computer help systems, grammatical correction (like auto-correct or grammarly), summarizing texts, and others.

Robots: Robots are embodied mechanical machines that are capable of doing a physical task for humans. "Bots" are typically software agents that perform tasks in a software application (e.g., in an intelligent tutoring system they may offer help). Bots are sometimes called conversational agents. Both robots and bots can contain AI, including machine learning, but do not have to have it. AI can help robots and bots perform tasks in more adaptive and complex ways.

User Experience Design/User Interface Design (UX/UI): User-experience/user-interface design refers to the overall experience users have with a product. These approaches are not limited to AI work. Product designers implement UX/UI approaches to design and understand the experiences their users have with their technologies.

Explainable Machine Learning (XML) or Explainable AI (XAI): Researchers have developed a set of processes and methods that allow humans to better understand the results and outputs of machine learning algorithms. This helps developers of AI-mediated tools understand how the systems they design work and can help them ensure that they work correctly and are meeting requirements and regulatory standards.

It is important to note that the term "explainable" in the context of explainable machine learning or explainable AI, refers to an understanding of how a model works and not to an explanation of how the model works. In theory, explainable ML/AI means that an ML/AI model will be "explained" after the algorithm makes its decision so that we can understand how the model works. This often entails using another algorithm to help explain what is happening as the "black box." One issue with XML and XAI is that we cannot know for certain whether the explanation we are getting is correct, therefore we cannot technically trust either the explanation or the original model. Instead, researchers recommend the use of interpretable models.

Thank you to Michael Chang, Ph.D., a CIRCLS postdoctoral scholar, for reviewing this post. We appreciate your work in AI and your work to bring educators and researchers together on this topic.

Educator CIRCLS posts are licensed under a Creative Commons Attribution 4.0 International License. If you use content from this site, please cite the post and consider adding: "Used under a Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/)."
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¹​​​​Fusco, J. (2020). Book Review: You Look Like a Thing and I Love You. CIRCLEducators Blog. Retrieved from https://circleducators.org/review-you-look-like-a-thing/

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Glossary of Artificial Intelligence Terms for Educators

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by Pati Ruiz and Judi Fusco This glossary was written for educators to reference when learning about and using artificial intelligence (AI). We will start with a definition of artificial intelligence and then provide definitions of AI-related terms in alphabetical order.

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Get started with the Discover AI in Daily Life lesson from Applied Digital Skills. Sign in to save your work and track your progress.

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Teach AI | Prepare our students for the future

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Seeing AI: Making the visual world more accessible