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You can use AI itself to spot cheating and plagiarism via AI. Here’s how.

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Textbook giant McGraw Hill sees potential for AI in the classroom—and the risks

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Century-old publisher McGraw Hill has a lot of experience bringing technology to education — a playbook it’s turning to for generative AI.

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20 Minutes Piece on Khan Academy's Future AI Program

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20 Minutes Piece on Khan Academy's Future AI Program

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Meet Khanmigo: the student tutor AI being tested in school districts | 60 Minutes

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Khanmigo, an AI-powered online tutor, could change the way teachers work and students learn. Created by Khan Academy, the new technology is being piloted in 266 school districts.

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Schools are still learning how to harness artificial intelligence to help students with disabilities.

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Schools are grappling with how to use artificial intelligence (AI) to help students with visual, speech, language, and hearing impairments with tasks that come easily to others.

In the US, getting the latest technology into the hands of students with disabilities is a priority for the education department, which has told schools they must consider whether students need tools like text-to-speech and alternative communication devices.

There is concern about how to ensure students using it - including those with disabilities - are still learning.

AI can be used to summarise thoughts into an outline, break down complex passages or even translate Shakespeare into English.

Computer-generated voices can also help visually impaired or dyslexic students with reading.

Plugging a problem into AI

Ben Snyder, a 14-year-old student from Larchmont, New York, who was recently diagnosed with a learning disability, has been increasingly using AI to help with homework.

"Sometimes in math, my teachers will explain a problem to me, but it just makes absolutely no sense," he said.

"So if I plug that problem into AI, it'll give me multiple different ways of explaining how to do that".

He likes a program called Question AI. Earlier in the day, he asked the program to help him write an outline for a book report - a task he completed in 15 minutes that otherwise would have taken him an hour and a half because of his struggles with writing and organization. But he does think using AI to write the whole report crosses a line.

"That's just cheating," Ben said.

Schools have been trying to balance the technology's benefits against the risk that it will do too much to make sure that students are still improving their skills.

Some say, however, that AI technology can level the playing field.

"There are definitely going to be people who use some of these tools in nefarious ways. That's always going to happen," said Paul Sanft, director of a Minnesota-based centre where families can try out different assistive technology tools and borrow devices.

"But I don't think that's the biggest concern with people with disabilities, who are just trying to do something that they couldn't do before".

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How AI could be a game changer for students with disabilities

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Schools are still learning how to harness artificial intelligence to help students with disabilities.

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This was sent to state librarians. I haven’t looked at it yet but might be worth diving into tomorrow.

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SLSA will engage school librarians, teachers, and administrators in New York through a variety of AI professional learning options.

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School did nothing wrong when it punished student for using AI, court rules

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Student “indiscriminately copied and pasted text,” including AI hallucinations.

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PRINCIPLE 1
Students and educators must remain at the center of education
Learning happens, and knowledge is constructed through social engagement and collaboration, making interpersonal interaction between students and educators irreplaceable. The use of AI should not displace or impair the connection between students and educators, a connection that is essential to fostering academic success, critical thinking, interpersonal and social skills, emotional well-being, creativity, and the ability to fully participate in society. AI-enhanced tools that undermine any of these critical aspects of teaching and learning should not be employed.

We envision AI-enhanced technology as an aid to public educators and education, not as a replacement for meaningful and necessary human connection. To move AI forward as an additive resource and tool, professionally and socially diverse educators (across race/ethnicity, gender, disability status, positions, and institutional levels) must be included in decision-making - inclusive of AI vetting, adoption, deployment, and ongoing use - to guarantee that these tools are used to improve job quality and enhance performance.

AI technology tends to reflect the perspectives-and biases-of the people who develop it. Furthermore, developers may not notice when their tools are biased against or do not adequately reflect the needs of people who differ from them demographically or in other ways. Notably, technology developers are overwhelmingly younger, White, cisgender, heterosexual, male, and people without disabilities. Actively involving a diverse and intersectional array of educators, including those with disabilities, in the development, design, and evaluation of AI systems ensures technology that is not only compliant with accessibility standards but also genuinely user-centric. Including the diverse and intersectional perspectives and experiences of people who are Native, Asian, Black, Latin(o/a/x), Middle Eastern and North African, Multiracial, and Pacific Islander, LGBTQ+, and from all economic backgrounds and abilities is essential if this technology is to be effective in its educational purpose.

Artificial intelligence should not be used to undercut educators by exposing them to unnecessary surveillance, undermining their rights, or taking over core job functions that are best done by humans. These tenets should be reflected in and protected through collective bargaining, labor-management collaboration, and state laws.

AI-informed analyses and data alone should never be used for high-stakes or determinative decisions. While such data might be included among several other factors, the degree of its importance, weight, and reliability must be carefully considered in matters concerning items such as, but not limited to: employee evaluations; student assessment, placement, graduation, and matriculation; disciplinary matters; diagnoses of any kind; and matters of safety and surveillance. These decisions must rely primarily on the professional expertise and judgment of humans, who must consider equity, diversity, access, human rights, and other appropriate contextual considerations.

PRINCIPLE 2
Evidence-based AI technology must enhance the educational experience
Artificial intelligence should only be adopted once there is data supporting a tool's appropriateness and efficacy with potential users and, for instruction-focused AI, its alignment with high-quality teaching and learning standards and practices. This evidence should come either from research conducted and reviewed by independent researchers or from industry-sponsored research that adheres to the same standards of methodology and peer review as independent research. If such research is unavailable, AI may be adopted on a pilot or trial basis if the evidence is being collected and analyzed in a timely manner, with an agreement in place to cease the use of the technology if the results of the research do not show the intended benefits or do not serve educational goals.

Close attention must be paid to the needs of our most vulnerable learners, including students with disabilities, early learners, and emergent multilingual learners. AI technology must not conform to a purely ableist and privileged standard that neither serves nor adapts to the educational needs of students with disabilities. User cases that aid in the development of effective AI tools in education must be based on a range of disabilities (i.e., learning disabilities, hearing impairments, visual impairments, etc.). While some AI technology may improve accessibility and enhance these students' educational experiences, these students are susceptible to harm if AI is used inappropriately. There must be dedicated research and the establishment of clear guidance to help our schools ensure that AI-enabled technology is effective and appropriate for these students.

It is critical that systems, processes, and structures are created to ensure intentional and ongoing attention is paid to the extent to which biases built into AI technology and uses of AI-generated data further perpetuate racial injustice and social inequities in education. AI tools need to be carefully evaluated by educators, Native communities and communities of color, and rural communities to ensure these tools reflect the diversity of students' backgrounds and experiences and proactively avoid inequitable access to high-quality technology and internet access. We must also ensure these tools do not subject students who are Native, Asian, Black, Latin(o/a/x), Middle Eastern and North African, Multiracial, or Pacific Islander to higher surveillance than their White peers, perpetuate school-to-prison and school-to-deportation pipelines, or create an over-reliance on content and assessment delivered by AI-enhanced technology rather than that of qualified educators.

Assessment of AI efficacy must not end after a tool is adopted. Innovations in technology, pedagogy, and content are ongoing, and AI tools must be reassessed regularly by educators to ensure they continue to provide the intended benefits and have not created unanticipated problems. Educators must be involved in both the initial and ongoing assessment of AI tools so that AI is used only if it will enhance, rather than detract from, students' educational experiences and their well-being. Educator involvement is critical to ensure that AI is implemented in ways that are effective, accurate and appropriate for learners at all levels.

PRINCIPLE 3
Ethical development/use of AI technology and strong data protection practices
Artificial intelligence is far from flawless and requires human oversight, checks, and balances. Primary areas of concern include algorithmic bias, inaccurate or nonsensical outputs, violations of student and educator data privacy, and the considerable environmental impact of AI energy use. AI tools must be carefully vetted prior to deployment and monitored after implementation to mitigate these hazards, guarantee ongoing transparency, and confirm that tools comply with current local, state, and federal laws. States, local districts, and higher education institutions should evaluate (and strengthen where necessary) their existing data governance plans prior to adopting AI tools. Particular attention must be paid to AI tools that aim to play any role in assessing/evaluating students or educators or would have monitoring or surveillance functions. AI tools proposed for any of these purposes should be approached with caution; evaluated, understood, and agreed to by appropriate interest holders (including students, educators, and families); and used with the understanding that AI data models and programming are biased, incomplete, quickly become outdated, and can result in unreliable and harmful results, particularly for Native students, students of color, and students with disabilities.

Educators, parents, and students must be made aware of what and how AI tools are used in schools and on campuses. Educators must receive ongoing learning opportunities that enable them to identify ethical hazards and how to handle them effectively if they arise. Institutional structures, such as review boards or scheduled audits, should also be put in place to enforce high-quality standards for the use of AI. Data collected through AI should be subject to protocols providing transparency about the types of data being collected and how the data is stored, utilized, and protected. These protocols must also clearly articulate whether and to what degree AI is used for any form of monitoring or surveillance in educational settings and how this data will be governed. Additionally, these protocols must ensure the proprietary rights of students and educators in their original work.

Although these technologies operate in virtual spaces, AI and the cloud will consume increasing amounts of energy and require larger quantities of natural resources, which has the potential to increase greenhouse gas emissions. At present, generating a single image using a powerful AI model consumes as much energy as fully charging your smartphone.5 While it is nearly impossible for researchers to evaluate the full extent of the negative environmental impacts of AI technologies, decision-makers in school settings should be aware of the connection between AI and the environment and be mindful of environmental impacts throughout the planning and implementation phases.

PRINCIPLE 4
Equitable access to and use of AI tools is ensured
Gaps in educational opportunities, resources, and funding negatively affect student outcomes and are exacerbated for students living in rural areas, those who are Native, Asian, Black, Latin(o/a/x), Middle Eastern and North African, Multiracial, or Pacific Islander, and those who are LGBTQ+. This has become clear regarding educational technology, an area where students and educators in under-resourced schools and institutions have struggled to achieve equity. Deploying AI tools will further widen this digital divide if measures are not taken to guarantee access to all students and educators, from early childhood to higher education, regardless of ZIP code. Education systems must not only provide AI tools but also guarantee the technical support, devices, and internet infrastructure necessary to reliably access and use AI in the classroom and at home.

Artificial intelligence must also be used in equitable ways in schools and on campuses. To ensure all students - regardless of race/ethnicity, disability status, emergent multilingual learner status, or location - have access to learning opportunities that use AI to promote active learning, critical thinking, and creative engagement, we have to be intentional and proactive to prevent our biases from impacting how students experience AI technology. Educators must be cognizant of the potential for some students, particularly high-need learners, including students with disabilities and emergent multilingual learners, to be relegated to using AI only for rote memorization, standardized assessment, or finding answers to factual questions. Policies and procedures must be in place to guarantee that all students-not only the most advantaged or most advanced-are able to take full advantage of AI technology.

PRINCIPLE 5
Ongoing education with and about AI: AI literacy and agency
Effective, safe, and equitable use of AI technology in education requires that students and educators become fully AI literate and develop a greater sense of agency with this technology. The use of artificial intelligence extends into countless aspects of our personal and professional lives, and AI literacy must be part of every student's basic education and every educator's professional preparation and development.

Artificial intelligence is a vital component of the computer sciences but extends far beyond the computer science curriculum. Curricular changes should be made to incorporate AI literacy across all subject areas and educational levels so that all students understand the benefits, risks, and effective uses of these tools. These student learning experiences should be developmentally appropriate, experiential (allowing students to engage with various forms of AI-enhanced technology), and help students think critically about using AI-enhanced technology.

Educators must be afforded high-quality, multifaceted, ongoing professional learning opportunities that help increase their AI literacy and understand what, how, and why specific AI is being used in their educational settings. Learning opportunities must be provided to educators in all positions and at all career stages. Educators must know how to use AI in ways that are pedagogically appropriate within their content areas and for all learners, including early learners, students with disabilities, and emergent multilingual learners. These learning opportunities must also help educators research and assess available evidence about effective AI uses in education; understand AI bias and know strategies for reporting and mitigating the harmful impacts of AI bias; and understand the ethical and data privacy hazards associated with AI-enabled technology and appropriate policies and standards in use by their educational institutions. Educators should be positioned to lead professional learning about the use of AI tools in educational settings.

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Read the full text of the policy statement

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Putting this here so we can check these resources out. 

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What Is Age-Appropriate Use of AI? 4 Developmental Stages to Know About

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Child development experts and teachers offer advice on when K-12 students should start using AI-powered tech and for what purposes.

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Ethical Guidelines for Artificial Intelligence-Based Learning: A Transnational Study Between China and Finland

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Artificial intelligence (AI) plays an increasingly prevalent role in the global education system. However, there is a lack of transparency about how AI technologies work alongside certain ethical guidelines. Achieving the global benefits of AI-driven learning and…

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Benefits of adopting a policy/position early

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What can be learned from early adopters of AI?

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About a third of 40 school districts who were first to use artificial intelligence lack formal policies on the tool, a CRPE analysis found.

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Text to Video

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A New Era of Storytelling.

For anyone with a story to tell.

Runway was founded by artists on a mission to bring the unlimited creative potential of AI to everyone, everywhere with anything to say. Beyond our innovative technology and creative tools, we also strive to create platforms and initiatives that will empower and celebrate the next generation of storytellers.

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Runway - Advancing creativity with artificial intelligence.

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Runway is an applied AI research company shaping the next era of art, entertainment and human creativity.

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Text to images

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Adobe Firefly: Your all-in-one AI creative studio

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Firefly gives you the speed, control, and creative freedom to go from idea to high-quality content. Generate images, video, audio and more with 30+ AI models, all in one place.

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Great tool for finding resources and research!

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Breaks down a task into steps and to do lists.

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All devices with the same username and password will synchronise lists. Your list is encrypted on your devices using your username and password. It can not be seen or decrypted by admins or anyone who doesn't have your credentials. Synchronization is not instant, it can take a few seconds for your changes to come through on other devices.

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Helps find accurate and reliable sources for research.

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

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

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ChatGPT helps you get answers, find inspiration, and be more productive.