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Let's Explore the NCDPI Generative AI Recommendations and Considerations for PK13 Schools

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Let's Explore the NCDPI Generative AI Recommendations and Considerations for PK13 Schools

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Guidelines document: https://go.ncdpi.gov/AI_Guidelines

DLE Deep Dive Slides go.ncdpi.gov/DLE_DeepDiveAI

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Have a prompt, use case, tool, idea or anything else that others may benefit from?  Please share!

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Have a prompt, use case, tool, idea or anything else that others may benefit from?  Please share!

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CRAFT prompting framework- help teachers and student sskip the struggle bus when learning to use AI effectively

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Does your PSU or School have any guidelines or policy created?  If you are willing to share, I am sure it will help others who are struggling to get this completed.

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Does your PSU or School have any guidelines or policy created?  If you are willing to share, I am sure it will help others who are struggling to get this completed.

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As you, your AI leadership team, or steering committee begin analyzing please contribute to this collaborative notes document with your analysis,ideas, resources, thoughts, etc for each of the 5 Focus Areas of the NC Digital Learning Plan.

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Feel free to use this slide deck to help learn or teach effective prompting and responsible use of AI tools.

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Check out this Presentation designed by Vera Cubero.

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Updated policy on Integrity, to include work produced by AI

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Early on I needed a way to collect the resources and sites and articles that were flooding in. I may have shared before, but the Wakelet I created was just to put it all in a more organized space. It's definitely not all that is out there, but I'm still adding to it and would love to start a column of collabs or links that others find!

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Teaching and Learning in the Age of Artificial Intelligence

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A growing list of all things on the forefront of instructional tech as it relates to AI or the use of bots to help (or harm) educational practice. This is by no means covering everything out there, but a place to start!
Note: Some links and articles may cycle off due to age or broken links. Also note some of the AI tools may ask for account creation and require a paid or freemium subscription. Always be aware of the Terms of Service as well as the information you may be providing as a result of account creation.

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Great resource for learning effective prompting (admin, teachers, students)

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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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Strategies to Ensure More Accurate Responses’

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How to use AI responsibly EVERY time

EVALUATE the initial output to see if it meets the intended purpose and your needs.

VERIFY facts, figures, quotes, and data using reliable sources to ensure there are no hallucinations or bias.

EDIT your prompt and ask follow up questions to have the AI improve its output.

REVISE the results to reflect your unique needs, style, and/or tone. AI output is a great starting point, but shouldn't be a final product.

YOU are ultimately responsible for everything you create with AI. Always be transparent about if and how you used AI.
Developed in collaboration with Vera Cubero, Digital Teaching & Learning Consultant - North Carolina Dept. of Public Instruction

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How to Use AI Responsibly EVERY Time Infographic - AI for Education

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To ensure that AI serves as a valuable tool rather than a potential hazard, it's not only crucial to adopt a framework for responsible use, but acknowledge the key role we play as the users of that technology. Here's an acrostic (and infographic) we love to help guide responsible use of GenAI.

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In a rapidly evolving digital landscape, Artificial Intelligence (AI) has permeated almost every aspect of our daily lives, from the way we communicate to how we shop, work, and even entertain ourselves. As AI continues to advance, it is safe to assume that in the near future, AI will have influenced almost all writing tasks, from drafting emails to generating reports and creating content. Educational institutions are losing faith in AI detection software, and instead we should provide alternative approaches and guidelines for educators and students to navigate this new information age..

High Frequency of False Positives: AI detection software is highly unreliable and often produces false positives. Research found that over half of the essays written by humans were incorrectly identified as AI-generated. This lack of accuracy undermines the credibility and usefulness of such tools, as it suggests that a significant proportion of genuine, human-created content is being wrongly flagged.

Lack of Transparency: There is a significant lack of transparency in how AI detection tools operate. For example, OpenAI, which discontinued its own AI detector due to unsatisfactory results. And Turnitin has been vague about the tool's functioning, stating only that it searches for patterns typical in AI writing without specifying what those patterns are. This lack of clarity makes it difficult for users to trust or understand the results generated by the tool.

Higher Institutions of Learning Are Losing Faith and Turning Them Off: The unreliability and lack of transparency of AI detection software have led to a loss of faith in these tools by educational institutions. For example, Vanderbilt University decided to disable AI detection software, expressing doubts about its effectiveness and suitability for academic use. Many other Universities are doing the same.

I mplicit Bias Against AI Writing: The use of AI detection software implies that all AI-generated writing is inherently negative or undesirable. This assumption fails to consider the potential benefits and legitimate uses of AI-generated content, such as aiding in the creation of draft materials, generating ideas, or assisting with language translation.

Discrimination Against Non-Native English Speakers: Research indicates that AI detection software can unfairly discriminate against non-native English speakers (Sample, 2023). According to this research, LLMs like ChatGPT are trained to produce text with low perplexity, meaning the text is highly probable and uses common words in familiar patterns. As a result, non-native English speakers, who are more likely to use simpler language and common words, face a higher risk of having their work misclassified as AI-generated. This raises serious concerns about the fairness and ethical implications of using AI detection software in a diverse, globalized world.
What Can Teachers Do Instead?
Have Conversations About Appropriate Use of AI: It is crucial for teachers to have open and honest conversations with their students about the appropriate use of AI as accepted by their class. This includes discussing the potential benefits and drawbacks of using AI, setting clear guidelines on when and how it is acceptable to use AI in their work, and encouraging critical thinking about the implications of AI-generated content.

Collect Writing Samples Throughout the Year: Teachers should periodically collect small writing samples from their students throughout the year. These samples can serve as a benchmark to compare against any questionable responses. If a piece of work significantly deviates from a student's usual style or quality, it may warrant a conversation with the student about their use of AI or other resources in their work.

View Collaboration with AI as Similar to Working with a Tutor: It is important to remember that collaborating with AI should be viewed similarly to working with a tutor or asking for parental help. Just as students may seek assistance from tutors or parents to understand a concept better or to improve their work, AI can serve as another tool to aid in their learning and development.

Capture Student Reflections on the AI Process: When allowing the use of AI, teachers should make sure to capture student reflections on the process. This can include asking students to document their thoughts on how using AI impacted their work, what they learned from the experience, and how they might use AI differently in the future. This reflective process can help students develop a more thoughtful and critical approach to using AI in their work.

Allow Idea Generation and Feedback: Teachers should encourage students to use AI for idea generation and then offer feedback on the AI-generated content. This approach allows students to leverage the creative potential of AI while also encouraging them to think critically about the content generated and to make necessary revisions to ensure the final work is of high quality and originality.

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Why AI Detectors Are Problematic and What To Do Instead - The Infused Classroom

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We are learning that AI detectors are very problematic. Here are some ideas of what you might do instead...

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Wilson County's 1st AI Lesson--Beddingfield High School--Research on First Ladies 

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Wilson County's 1st AI Lesson--Beddingfield High School--Research on First Ladies 

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AI Lesson @ Beddingfield High School  SD 480p

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Use these to copy/paste and edit in your preferred AI tool to practice crafting effective prompts based on the CRAFT prompting framework

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This is a great planning sheet to use when taaching prompting to staff or students- created by Stacy Lovdahl

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Power Prompt based on the C.R.A.F.T. MODEL -portrait

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This was shared in the Friday Instittue webinar and I wanted to share as well. Way to go Brunswick County Schools!

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Digital Learning & School Library Services - AI in BCS

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With the rapid emergence of new technologies, the BCS Digital Learning and School Library Services Department recognizes the significance of artificial intelligence (AI) resources, understanding their value and use in the world of education and beyond. However, with the rapidly changing world of