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AI Isn’t the Main Problem—It Just Shows Us What That Problem Is | www.edutopia.org

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AI Isn’t the Main Problem—It Just Shows Us What That Problem Is | www.edutopia.org

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Students are chasing points and grades because that’s what the education system prioritizes, but we can guide them to focus on learning.

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AI Isn’t the Main Problem—It Just Shows Us What That Problem Is

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Students are chasing points and grades because that’s what the education system prioritizes, but we can guide them to focus on learning.

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AI Prompts Can Support Your Teaching | Middle Web

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AI Prompts Can Support Your Teaching | Middle Web

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Skip down to the blue prompts for examples you can use.

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Learning to Fly with AI: Prompts to Support Teachers’ Work

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Just like Top Gun Maverick had to trust his jet’s tech while employing his instincts and training, teachers today are learning how to fly with AI as a co-pilot.

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How to Avoid 5 Common AI Pitfalls | Edutopia

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How to Avoid 5 Common AI Pitfalls | Edutopia

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Even with the best of intentions, problems might arise with artificial intelligence tools. Here’s how to keep things balanced.

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Feeling curious about AI but overwhelmed by options? Edtech specialist Eric Curts cuts through the noise with five tools you can start using today.

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When Students Use AI in Ways They Shouldn’t

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Here are some ways teachers can respond when students don’t follow classroom guidelines for using AI.

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AI Tutors Can Work—With the Right Guardrails | Edutopia

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AI Tutors Can Work—With the Right Guardrails | Edutopia

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AI Tutors Can Work—With the Right Guardrails

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Research suggests that unrestricted AI use can hinder learning, but AI tutors designed to prompt and prod can be powerful teaching tools. Here’s how to create one.

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Using AI With Multilingual Students | Edutopia

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Using AI With Multilingual Students | Edutopia

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As English language arts teachers, we're always trying to find ways to build student comprehension with grade-level texts in reading and listening. We're also trying to support our students with their ability to write. A language dive is especially useful in this effort. In a language dive, we take a juicy sentence from a text and utilize it to support students' understanding of the main ideas while they learn different types of language and ultimately model writing. One of the most challenging things about a language dive is that students may not know all of the words or concepts in the chunks they're deconstructing.

As I've utilized this strategy in my classroom, I've noticed that students may need even more scaffolding to understand the content in the different pieces of the sentence as they deconstruct and reconstruct it.

This passage from F. Scott Fitzgerald's The Great Gatsby inspired me to use ChatGPT to help students deconstruct sentences from complex texts: "The only completely stationary object in the room was an enormous couch on which two young women were buoyed up as though upon an anchored balloon. They were both in white, and their dresses were rippling and fluttering as if they had just been blown back in after a short flight around the house."

Identify the Appropriate Scaffolding Tool for Your Classroom

Why is it important to understand how chat languages can be used as a scaffold for multilingual students? This is because most of the time, we can't just give students the answer when they're looking for meaning in content. It's important to allow them a productive struggle-trying to problem-solve and figure it out. This is where artificial intelligence (AI) and chat languages come in. Yes, we know about using AI to make our lives easier because it helps with planning and support. However, have we thought about how to use it with students?

Before moving forward with a language dive, we can consider how students will be engaging with it. This may mean that we need to model how to do one with the class and set up appropriate boundaries for students.

Use one AI tool as a class. I use OpenAI's ChatGPT myself because it does very well with breaking down language. I think that Google Gemini has also been pretty helpful in working to find meaning, and it's also adaptable if your school utilizes Google Workspace. Please be aware that students need to be 13 years old to use these tools. It's highly recommended that you consult with your school or district leadership before utilizing any tool.

Show how to use the tool. Demonstrate for students how they can use a chat language to support them in a language dive.

Remind students that AI is not human and that it will make mistakes.

Model How to Use Your Selected AI Tool

So, how do we use AI to deconstruct a mentor sentence?

Before you do anything: Choose a juicy sentence that aligns with your lesson objectives. In my class, we were learning about how Fitzgerald used imagery.

Here's the first sentence from the passage shared earlier, chunked by meaning:
"The only completely stationary object in the room / was an enormous couch on which two young women were buoyed up / as though upon an anchored balloon."
After you've selected your sentence, guide your students through their own AI-assisted elaboration. Be aware that you're going to run into the potential pitfalls of AI, like overreliance or inaccurate outputs. You will need to monitor students on their first attempt, so that you can solve these issues and ensure that their usage is appropriate and accurate. This means frequently asking students about their outputs and making recommendations for prompt engineering as you work with students.

Follow a Three-Part Approach for the Language Dive

Now you're ready to dive into language! Here's what to do:

1. Deconstructing. In groups of three to four, I have students deconstruct their juicy sentences in a language dive. They are each given a chunk of the sentence to determine the meaning. Then, they use their AI tool to do the following (depending on what I ask for):

Find the meanings of words they do not know in their sentence chunk.

Understand different types of figurative language in the sentences such as symbolism, imagery, hyperbole, metaphors.

Ask questions about the different syntax models.

Ask about the meaning of punctuation in a sentence.

With our sentence, we analyzed imagery in the text. There were certain words that the students didn't understand, so they had to look them up. Here is an example of an output that we got from ChatGPT:
Created by Sarah Said with ChatGPT
2. Reconstructing. Students bring their sentence chunks together to reword the sentence. Students can use AI to do the following:

Check their sentence reconstruction.

Find other versions of the sentence.

To check their reconstruction, students can ask ChatGPT:
Is "The women sat on the couch floating like balloons" a correct way of saying "The only completely stationary object in the room was an enormous couch on which two young women were buoyed up as though upon an anchored balloon."? Created by Sarah Said with ChatGPT
3. Writing. Next, I give students a sentence stem from the juicy sentence to write a new version of the sentence-but with a similar meaning. Students can use AI for the following:

Helping them use clear wording in their sentence.

Checking the accuracy of their sentence.

Here's how to do that with their written version of the sentence:
Created by Sarah Said with ChatGPT
As a class, we come together to share our reconstructions and our newly written sentences. Then, the whole class will reflect with me to discuss why the sentence is important to the meaning of the overall text or chapter of the text. Students also write about their learning in their journal. This extensive process builds a strong classroom community for multilingual learners because students feel like they can actually discuss the text with everyone else and write about it using the language from it.

Some may argue that this isn't a great way to push students to read and comprehend a text. I've seen many adults use AI to write sentences, ideas, and proposals, and if we're using it ourselves as educators, why are we trying to prevent students from using it? AI is a tool that is widely used, and in order to grow and prosper, our multilingual students need the same access that their non-multilingual peers have. By integrating AI into language dives, we not only prepare multilingual learners for academic success but also equip them with the digital literacy skills that they need for the future.

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Using AI to Support Multilingual Students' Literacy Skills

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Using AI with multilingual students provides a unique opportunity for learners to engage in productive struggle with tailored support.

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Quizizz: More Than Just a Quizzing Tool | Edutopia

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Quizizz: More Than Just a Quizzing Tool | Edutopia

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Even if you’ve used Quizizz for years, power users have pro tips for taking your assessments, lessons, and differentiation to the next level.

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Assistant Editor Daniel Leonard shows how the AI music-generation tool Suno turns text into a song in any genre—and shares how teachers are using it in the classroom.

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A Curriculum Supervisor’s Guide to AI-Assisted Lesson Planning

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Instructional leaders have a role to play in guiding teachers to use AI effectively in unpacking standards and designing lesson plans.

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Using AI in Service of Strong Pedagogical Practice - Dr. Catlin Tucker

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Using AI in Service of Strong Pedagogical Practice - Dr. Catlin Tucker

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Using AI in Service of Strong Pedagogical Practice - Dr. Catlin Tucker

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Last week, I participated in a panel discussion with Jay McTighe and Tony Frontier on leading in an era of artificial intelligence. During the conversation, we discussed AI’s potential to transform education. Despite my optimism about the benefits of AI in education, the buzz online is focused on the exciting new AI-powered education tools and […]

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Canva: Supercharge Your Projects Teacher Tips | Edutopia

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Canva: Supercharge Your Projects Teacher Tips | Edutopia

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Pro tips from power users can help you up your Canva game, even if you already use it.

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Artificial intelligence (AI) is rapidly transforming the world of education. As with any new technology, there can be some hesitancy about not knowing enough, how to use it, and where to begin. As an attorney and educator interested in AI, I've become familiar with legal issues that educators may not fully understand or even be aware of, especially with so many new tools and platforms being developed daily. Regarding AI, we must be even more proactive because of issues such as data privacy, intellectual property rights, and cyberbullying, which can present new challenges that require extra consideration.

This article explores relevant laws and actionable tips for educators and schools to ensure compliance with applicable laws. When we all have a clear understanding of these issues, we can help protect all students and families, educators, and the school community from potential legal risks.

Key Legal Concepts for AI in Education

First, let's look at a few key laws.

FERPA (Family Educational Rights and Privacy Act): A federal law that protects the privacy of student education records. Schools must ensure that any AI tools used in the classroom comply with FERPA regulations, particularly when sharing student data with third-party providers.

COPPA (Children's Online Privacy Protection Act): This law applies to websites and online services that collect personal information from children under the age of 13. COPPA requires parental consent and imposes strict rules about how any data obtained may be used. When using AI that requires student input of data, educators must ensure COPPA compliance.

GDPR (General Data Protection Regulation): A European Union law that governs data protection and privacy. While it is a European law, it is relevant to U.S. schools that use tools provided by the EU. GDPR tends to be stricter than COPPA and FERPA, but you want to make sure that student information is protected. If you have noticed, many sites now have pop-ups that ask about cookies and whether all are allowed or not, or you can customize them only for those that improve functionality.

When we decide to bring AI-powered tools into our teaching practice and classrooms, there are specific areas that we must focus on. In my classroom, I explain the importance of close evaluation of a tool and the type of data it requires for my students. I always say, "You should not have to go on a scavenger hunt" to find out what is happening with your information. In particular, we may share information that we think does not qualify as personally identifiable information (PII); however, it could provide just enough to lead to a problem. For example, sharing a pet's name or a favorite restaurant in our town can be PII and seem completely innocent and untraceable; however, it could provide enough information to impact our data privacy.

Data Privacy and Security

AI tools require massive amounts of data, which includes obtaining PII from its users. The data obtained can then be used to train it or other AI models or improve the tool's effectiveness and functionality. It is important to monitor what happens to the data entered because it can subject the user to security breaches or potentially be misused by third-party providers, of which we may be unaware. For example, a website may have a disclaimer that they do not use or share our information, but there may be other integrations in the platform that have access to our information and can share it. The best we can do is to continue to review the information provided on a website and also review and customize the cookie settings.

Actionable step: When bringing AI tools into our classrooms, conducting a thorough vetting process is crucial to ensure student safety and data privacy. First, start by reviewing the terms of service, privacy policies, and evidence of compliance documentation. Look at the site to find references to its compliance with FERPA and COPPA and any additional privacy standards or disclaimers it may offer. Confirm that student data is only being used within the tool for educational purposes and not being shared with third parties. Having a team in place, along with your school's IT department, will help ensure that the platform is fully compliant with privacy laws before you use it in the classroom.

After vetting them carefully, there are some tools that I now use regularly in my classroom. I recommend Brisk Teaching, CoGrader, Diffit, Eduaide, Magic School AI, Quizizz, and Snorkl. I have found that these comply with laws to keep student data safe, but it's always a good idea to check with your administration and IT team to make sure.

AI and Cyberbullying

There are two key considerations when it comes to AI and cyberbullying. On one hand, AI has been used within social networks to monitor, flag, and, ideally, prevent cyberbullying. Because of natural language processing, AI-powered tools have programming that enables them to detect and flag abusive language and monitor social media posts. In educational settings, platforms can also have this functionality and alert educators to real-time incidents. This capability is highly beneficial, especially with so many of our students interacting with each other via Instagram, Snapchat, and other platforms. Some social media platforms immediately remove content that is questionable or harmful, and this is a result of AI functionalities.

However, there is an increase in using AI to cyberbully. One example is the use of deepfakes, which are AI-generated media (audio, images, video) that simulate real people and have been used to harass or defame students. If you have seen deepfakes, you know it can be difficult to determine whether it is a real image or video. However, we have to ensure that students know how to evaluate these media and keep themselves safe. Asymmetrical features such as eyes that are not the same shape; ears that are not aligned; or extra fingers, arms, or other body parts that are interconnected in awkward and unlikely ways are clear giveaways of deepfakes and can show up under close examination.

Actionable step: We must be as proactive as possible. Take time to teach all students about the ethical use of AI. Guide them as they learn about the short- and long-term impacts of creating or sharing deepfakes and how to spot them. When there is a system for understanding how to interact responsibly, a system for reporting any issues, and intervention protocols in place, we can keep our students safe and avoid the legal implications.

Protecting Our Students

To keep students and their data safe, educators should focus on transparency and informed consent. Before using any of the AI tools, it's important to provide clear communication with families and students about the data being collected, how it will be used, and what protections are in place. When working with students under the age of 13, compliance with COPPA may require written parental consent. Be sure to provide parents with access to informational resources and opportunities to ask questions about data privacy measures and security protocols in place.

It is also important to continue to teach about digital citizenship to all students, especially with so many new technologies available to them. Focusing on ethical, safe, and responsible use will help students better evaluate, recognize, and respond to risks such as deepfakes, cyberbullying, or potential biases in AI-generated content. Schools should have clear policies on managing student data and encourage students to actively participate in conversations about online safety. By building a culture of transparency and digital responsibility, educators can ensure that AI tools are used safely and effectively, empowering students to navigate these technologies with confidence.

Responses are generated by artificial intelligence. AI can make mistakes.

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AI and the Law: What Educators Need to Know

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It's important to know about laws concerning AI and education as teachers continue to integrate the new technology into their classrooms.

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AI Video Generator | #1 on G2’s 2025 Top 100 List | HeyGen

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HeyGen, rated 4.8/5 on G2, is the #1 AI video generator of 2025. Create professional AI-powered avatar videos, translate content, and bring ideas to life.

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NotebookLM | Note Taking & Research Assistant Powered by AI

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NotebookLM | Note Taking & Research Assistant Powered by AI

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NotebookLM | Note Taking & Research Assistant Powered by AI

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Use the power of AI for quick summarization and note taking, NotebookLM is your powerful virtual research assistant rooted in information you can trust.

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Brisk Teaching is the #1 AI-powered Chrome extension, helping you automate your workload without adding to it.

⭐️⭐️⭐️⭐️⭐️ 5 star rating * 200,000+ teachers

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AI-Powered Time-Saving Tools That Educators Deserve

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Brisk integrates seamlessly with your existing tools to save you time.

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Efficiently create curriculum, evaluate student writing, provide impactful feedback, and more - without compromising quality.

Maximize Efficiency in Your Current Workspace

Provide Instant AI-Powered Personalized Feedback

Give personalized feedback and ensure high-quality feedback on every assignment, from the first to the last. Brisk's four feedback styles - Targeted Comments, Glow & Grow praises, Rubric Criteria, and actionable Next Steps - simplify your feedback routine.

Create AI-Driven Curriculum, Lesson Plans, Quizzes, and More with Ease

Say goodbye to the endless challenge of crafting engaging and relevant instructional materials. With just a few clicks, you can quickly generate rigorous quizzes, comprehensive lesson plans, detailed rubrics, captivating presentations, effective interventions, and much more, streamlining your preparation process.

Inspect and Assess Student Writing with AI Tools

We've taken AI detection to the next level. With Inspect Writing, you can see exactly how your students put together their assignments, with a video of their whole process from beginning to end.

Easily Adjust Reading Levels and Translate Texts with AI

Ensure every student can access classroom materials. With just a few clicks, instantly convert any online text into a Google Doc that's either simplified for different reading levels and/or translated into another language.

Trusted by Over 200,000 Educators

"What petition do I need to sign or group do I need to join in order to get premium BRISK FOREVER? This targeted feedback is ridiculously accurate and has already saved me hours . Anyone not using this is, let's be honest, crazy."

Your Privacy Is Our Priority

Brisk is dedicated to protecting your data. Visit our Privacy Center for more information.

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Brisk is a free AI-powered Chrome extension that helps busy teachers save time directly within the tools they already use, like Google Docs, Slides, YouTube, and web articles. Teachers use Brisk as a Targeted Feedback Generator, AI Presentation Maker, AI Quiz Maker, AI Lesson Plan Generator, AI Rubric Generator, Letter of Recommendation Generator, IEP 504 Template Maker, and so much more.

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CoGrader | AI Essay Grader | Spend Less Time Grading, More Time Teaching

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CoGrader | AI Essay Grader | Spend Less Time Grading, More Time Teaching

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CoGrader | AI Essay Grader | Spend Less Time Grading, More Time Teaching

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Save 80% of the time grading essays and open ended questions and get instant feedback on your students’ assignments.

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An integrated lesson planning platform

All your tools in one place

Source It

The act of using a Large Language Model to write the basis for a generative educational resource. Generating content is only the first step.

Shape It

Look at generated content as a sculptor might a block of marble. Shape the raw material to suit your unique context. Use our suite of personalization tools to more deeply differentiate instruction.

Share It

Cultivate expertise and collaborate with other users. Share your educational resources with a community of practice to reuse, revise, remix, and redistribute to find what works best for students.

Take back your time. Master your craft.

Start teaching with Eduaide today.

Join us on Discord

Get help, ask questions, and interact with other Eduaide users and learn how they are using Eduaide.

Advisory Board

Learn more about our Advisory Board and how they are helping us build the best lesson planning platform for teachers.

Podcasts & Press

If you want to learn more about Eduaide, our philosophy, and our mission, check out our featured podcasts and press.

Copyright © 2024 Eduaide.Ai. LLC All Rights Reserved. Icons provided by Icons8. Site elements by Denys Koltovskyi - stock.adobe.com

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Eduaide.Ai is an AI-driven platform that helps educators create lesson plans, teaching resources, and assessments.

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Snorkl | Instant Feedback on Student Thinking

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Snorkl | Instant Feedback on Student Thinking

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Snorkl | Voice-enabled Assignments Powered by AI

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With Snorkl, students record and share their reasoning then receive instant AI-powered feedback to drive deep and meaningful learning.

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Teens Are Looking to AI for Answers About Their Personal Lives, Not Just Homework Help | KQED

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Teens Are Looking to AI for Answers About Their Personal Lives, Not Just Homework Help | KQED

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Teens Are Looking to AI for Answers About Their Personal Lives, Not Just Homework Help | KQED

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Rapidly evolving usage patterns for show Black, Hispanic and Asian American youth are often quick to adopt artificial intelligence tools.

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Using AI Grading Tools to Enhance the Process | Edutopia

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Using AI Grading Tools to Enhance the Process | Edutopia

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Artificial intelligence tools, combined with human expertise, can help teachers save time when they're reviewing student work.

After tucking my son into bed, I'm hit with the realization that since waking up at 6:00 a.m., I've not had a moment's rest, nor have I managed more than brief exchanges with my wife. She's deeply engrossed in grading sixth-grade math quizzes, a world away in her concentration. Shifting my focus, I dive into assessing a substantial stack of high school history essays, with a firm deadline to return them by tomorrow.

The punctuality I expect from my students is the same standard I set for myself in returning their assignments. Missing a deadline isn't an option, unless unexpected events or an illness intervenes. In such cases, I may offer bonus points or postpone future deadlines. More than just a pledge, this is my commitment to their success, requiring their best effort and guaranteeing mine in return.

Enhancing Efficiency, Precision, and Fairness

Late that night, CoGrader -a new artificial intelligence (AI)-enhanced platform-piques my interest. A notification on social media directs me to their website, boasting a compelling promise: "Reduce grading time by 80% and provide instant feedback on student drafts." The allure is heightened by the offer of a 30-day trial, free and without requiring a credit card.

Intrigued by this "AI copilot for teachers," I sign up to see how its feedback stacks up against my own. I upload a student's essay on Reconstruction, which I've already evaluated and annotated. The results astonish me with their accuracy and detail and are neatly presented in a customizable rubric.

"Your essay employs an organizational structure that shows the relationships between ideas, providing a cohesive analysis of the topic," reads a portion of the written feedback. "You use transitions effectively to guide the reader through your argument." This feedback mirrors my own observations, validating my assessment, and increasing my confidence in CoGrader.

CoGrader also deeply impresses me with its "Glow" section, which offers specific praise, and the guidance provided in its "Grow" counterpart, which provides similarly focused areas for improvement.

The inclusion of action items also fosters student inquiry, exemplified by one of the questions provided in my test upload: "How might you further enhance the connections between different sections of your essay to strengthen your argument?" This reflects my priority of encouraging critical thinking.

Even fatigued, I recognize that CoGrader's value extends beyond saving time. By promising an "objective and fair grading system," the platform provides a check against the unconscious biases that inadvertently influence grading, try as we might to curb them.

I dip into my caffeine stash and devote the rest of my waking hours to grading solo, yet I'm captivated by what CoGrader could offer me, my students, and the future of impactful feedback.

Annotated Feedback and Mitigating Teacher Guilt

The potential of CoGrader motivated me to contact its cofounder, Gabriel Adamante, to express my admiration and to get his thoughts about the rapidly advancing field of AI. I mentioned that I had expected something like CoGrader to emerge around the time of my son's 10th or 11th birthday, not his fifth or sixth.

"I ask myself a lot of questions on what's the responsible use of AI," Adamante offered. "What is the line? I think we are living in the Wild West of AI right now. Everything is happening so fast, much faster than anyone would have expected. Like you said, you thought this would be five or six years away."

I asked Adamante whether CoGrader, in this fast-paced environment, has plans to add annotated feedback on a student's work.

"Honestly, I think we're talking anywhere from three to five months until we do that," Adamante said.

"That's it?" I said in astonishment. "Really? I thought you were going to say three to five years."

"No, no, no," he replied. "It's coming. It should come this year, in 2024. I won't be happy if it comes in 2025."

Adamante acknowledged the dizzying effect of AI development, understanding the potential discomfort among educators.

"Of course teachers are mad when students use AI to do their work," Adamante said. "That makes sense to me because the purpose of a kid doing the work is that they do the work. That's the purpose. They should write to get practice. The purpose of a teacher grading is not that they grade. The purpose of a teacher grading is that they provide feedback to the student so that the student learns faster. The purpose of grading is not grading itself, whereas the purpose of writing an essay is writing an essay, because you're practicing."

Teachers who use CoGrader without reviewing the feedback contradict its intended purpose, which is to scaffold, but not replace, the human element, Adamante explained. He regularly communicates with educators, urging them to carefully read the comments instead of quickly clicking "approve" and moving on to the next submission. Taking time to read the results not only ensures that the teacher agrees, but also keeps the teacher informed about their students' strengths and weaknesses.

Lessons Learned with ChatGPT 4 and Transparency

Following our conversation, I've remained mindful of applying Adamante's insights to my current use of ChatGPT 4 to aid in providing written feedback. While I avoid asking it to generate feedback on my behalf, I do seek its assistance in clarifying my overarching comments and ensuring their coherence. With the paid subscription, I can even upload a Microsoft Word or PDF document for more precise and detailed assistance. I always meticulously review any output before sharing it with my students.

Adamante's reminder highlights the importance of transparency in my use of AI to enhance feedback for my students. While I'm not particularly unsettled by my use of ChatGPT 4 as an assistance tool, I realize that I haven't been as forthcoming about it as I should be regarding when and how I utilize it. I must delve into this matter within my stated classroom policies and through class discussions.

I want students to understand that I always thoroughly review their work and that employing AI to aid in providing feedback doesn't diminish my dedication. Rather, it's about finding the most effective way to leverage technology to support their growth as writers and learners.

Reflecting on my discussion with Adamante, I've concluded that CoGrader's precise feedback surpasses that of ChatGPT 4. Moreover, I foresee CoGrader further outshining it with the introduction of annotated feedback.

Now, if only I can get my wife on board with researching how AI can expedite and enhance her feedback on math work. We'd both get more rest and time together, before putting our son to sleep.

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AI tools enhance the grading process by ensuring that teachers can provide detailed and thoughtful feedback in a timely fashion.

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Generative AI for Educators - Grow with Google

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Generative AI for Educators - Grow with Google

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As a teacher, we know your time is valuable and student needs are broad. With Generative AI for Educators, you'll learn how to use generative AI tools to help you save time on everyday tasks, personalize instruction, enhance lessons and activities in creative ways, and more.

Built by AI experts at Google in collaboration with MIT RAISE

No previous experience necessary

100%

online, self-paced learning

2 hours

to complete the course

Learn more about the course

Generative AI for Educators

Developed by AI experts at Google in collaboration with MIT RAISE, this course will help you bring AI into your practice. You'll also gain a foundational understanding of AI - you'll learn what it is, the opportunities and limitations of this technology, and how to use it responsibly.

You'll learn how to use generative AI tools to:

Save time on everyday tasks like drafting emails and other correspondence

Personalize instruction for different learning styles and abilities

Enhance lessons and activities in creative ways

You'll learn how to use generative AI tools to:

Save time on everyday tasks like drafting emails and other correspondence

Personalize instruction for different learning styles and abilities

Enhance lessons and activities in creative ways

Save time and enhance student learning with AI skills

When you complete the online course, you'll gain essential AI skills you can apply to your workflow immediately. By using AI as a helpful collaboration tool, you can work smarter, not harder.

Earn a certificate which you can present to your district for professional development (PD) credit, depending on district and state requirements.

Get hands-on experience using generative AI tools and apply your new skills right away.

Bring this course to your school or district

If you're a school or district leader, we've designed this course to fit into a teacher's standard school day. The five modules are each thirty minutes or less, allowing teachers to fit the training into professional development or planning periods.

Bring this course to your school or district

If you're a school or district leader, we've designed this course to fit into a teacher's standard school day. The five modules are each thirty minutes or less, allowing teachers to fit the training into professional development or planning periods.

Google and MIT's Generative AI for Educators course marks a transformative moment for Oklahoma's education. Having navigated the educational system as a dyslexic student and parent, I recognize the critical need for personalized learning. This initiative equips educators to unlock each student's potential, tailoring learning experiences to their unique minds. It's a step towards a future where education mirrors the individuality of a fingerprint, empowering students to shape tomorrow with their ingenuity.

Nellie Tayloe Sanders

Oklahoma Secretary of Education

We are excited to be a part of this partnership with Google to equip our middle and high school teachers with transformative Generative AI professional learning courses. This responds to the need for continuous innovation in our school District. By empowering educators with the latest advancements in AI, we're not only uplifting their professional practices, but also giving them evolving tools to enhance the ever-changing landscape of teaching and learning.

Jose L. Dotres, Superintendent of Schools

Miami-Dade County Public Schools

The Google Generative AI for Educators opportunity for teachers will help put our educators on the front lines of generative AI opportunities for our 27,000 students. In a rapidly evolving world, our teachers cannot afford to fall behind in accessing powerful generative tools that will help them develop new approaches to teaching and learning.

Michael Matsuda, Superintendent of Schools

Anaheim Union High School District

Frequently asked questions

Generative AI for Educators was designed by AI experts at Google in collaboration with MIT RAISE (Responsible AI for Social Empowerment and Education).

Check out Experience AI. Created by Google DeepMind and The Raspberry Pi Foundation, this no cost program provides ready-to-use resources to introduce AI technology in middle school classrooms, including lesson plans, slide decks, worksheets, and videos on AI and machine learning.

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using artificial intelligence in education

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Generative AI for Educators - Grow with Google

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Learn AI skills with Google Generative AI for Educators. Save time, personalize instruction, and enhance lessons, no previous experience required.

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Using AI to Encourage Productive Struggle in Math | Edutopia

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Using AI to Encourage Productive Struggle in Math | Edutopia

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Students 'don't need an answer, they need help with the process,' and combining ChatGPT with Wolfram Alpha is one way to guide them through it.

Mitch Blunt / Ikon Images

For math teachers, the AI revolution recently experienced by so many of our colleagues in other subjects didn't start with the release of ChatGPT. AI had already entered our classrooms several years ago via Photomath, an app that gives a step-by-step solution to any math equation when you simply point a phone camera at a worksheet or whiteboard.

What many of us discovered back then was that apps that guide students through the correct steps of a math problem aren't all bad. Sure, they can help students cheat, but they can also be as valuable as the textbooks we've used for years to teach the same processes.

The problem with Photomath or AI in general isn't that they help us find the correct answer, it's that they do little to help students learn the right process to find the answer themselves. In my view, this is where AI can truly be useful in math education, and fortunately, new tools are being developed to guide students through the productive struggle that helps them learn.

Checking Our Work

ChatGPT has proven useful for many school subjects, though math is decidedly not one of them. On its own, it is generally terrible at math (especially geometry). Recently, it's been shown to suffer from what's known as AI drift, where the technology actually regresses. That means ChatGPT by itself was worse at doing math problems in August of this year than it was back in March.

ChatGPT can still be a useful tool for math teachers, but it requires an add-on.

Wolfram Alpha is the long-used math/science/data engine. Combining the two gives the verbal fluency of ChatGPT with the mathematical integrity of Wolfram Alpha. I've personally recommended Wolfram Alpha Pro since 2015. It's a rock-solid tool for math teachers. But it has not been traditionally easy to "talk to." ChatGPT has the conversational ability and Wolfram Alpha has the mathematical accuracy for algebra and most nongeometry problems.

Let's pull back the curtain and see exactly how it works. Back in January, math professor Paul T. von Hippel identified some specific errors that ChatGPT made in calculations.
I want you to fact-check this problem. Suppose the hypotenuse of a right triangle is 7.1 miles long, and one of the legs is 3.85 miles long. How long is the other leg?
I took this error from one of von Hippel's blog posts and pasted it into the chat with the prompt, "I want you to fact-check this problem." (You can see my full exchange with ChatGPT here -I require students to cite any conversations with AI as part of the disclosure process).

ChatGPT alone couldn't come up with the right solution. As part of its calculation, it made a small error when finding a square root, making the overall answer incorrect. But ChatGPT-4 with the Wolfram Alpha plug-in did come up with the right answer-thanks to the overall accuracy of Wolfram Alpha. Great! So it can do a math problem. We've had accurate problem-solving all along with Photomath and Wolfram Alpha. So why use ChatGPT?

Here is where the real power comes in. I asked ChatGPT with the Wolfram Alpha plug-in, "Can you identify where the mistake was made in the first problem?"

And there it is. ChatGPT-4 with the Wolfram Alpha plug-in accurately identified the mistake in the calculation and explained it in a straightforward way, similar to how a math teacher might explain it to a student. Asking AI to identify and explain mistakes is a real time-saver, and something other math tools cannot do.

With that said, I'm also testing the AI-powered Khanmigo from Khan Academy in my classroom, as it will help teach binary numbers. I'm extremely hopeful that this app will help coach students instead of just "giving answers."

Respect the Productive Struggle

The true promise of AI is realized when we harness it to enhance the productive struggle that makes learning click-and leads to more learning. As education professor ​​Rishi Sriram has written on the neuroscience of productive struggle: "Learning is not about turning on a light. Instead, it's about constructing better and faster roads. Smart brains are efficient brains, and that efficiency comes through myelinating brain wires through repeated practice with specific feedback. Although it makes learning more difficult, it's a difficulty that pays off in the long run."

My students need to attempt answers, learn from their mistakes, and receive feedback in order to learn how to solve problems on their own. It's what productive struggle is all about.

Students don't need an answer; they need help with the process. They need to know the specific step where they're making a mistake so they can learn how to arrive at the correct answer themselves.

This, in my opinion, is where most math tools fall short. They give the answers, and yes, they give the steps. But they don't point out where the student is making the mistake. And except in the case of Khanmigo, they do not withhold the answer.

A respect for the productive struggle required to learn math

A transparency that gives math teachers oversight of AI's interactions with their students (just like a teacher would have with a paraprofessional, I might add)

AI can be a great helper for math teachers. Yet we may need to return to some old-fashioned screencasting to show students how math is actually performed. Or we need to find AI tools that give us two essential ingredients:

We're on the cusp of some amazing breakthroughs in math technology and education as a whole, and I have no doubt that AI will be a part of it. But we've already proven that giving kids the answer does not help them learn. Empowering them to be self-reliant, independent thinkers is crucial. Artificial intelligence can be a tool to facilitate this process, but we must strike a balance. Effective AI does not make humans obsolete; it unleashes human potential.

Using AI as a partner to accurately coach our students through the productive struggle is the sweet spot we're all looking for. That, my fellow teachers, is the answer to improving math with AI. Now let's improve our process when it comes to using AI.

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Using AI to Encourage Productive Struggle in Math

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Students 'don't need an answer, they need help with the process,' and combining ChatGPT with Wolfram Alpha is one way to guide them through it.

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Academic Resilience in a World of Artificial Intelligence | Harvard Graduate School of Education

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Academic Resilience in a World of Artificial Intelligence | Harvard Graduate School of Education

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Guidance for educators as generative AI changes the classroom and the world at large

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The emergence of generative artificial intelligence (AI) such as ChatGPT and other large language models (LLM) has brought a flurry of headlines and concerns about its impact across a wide array of fields, including education.

While some have moved to embrace the breakthroughs of AI in the classroom, there remains necessary skepticism about its use and the potential pitfalls associated with its proliferation. As consumer interest in AI has grown, its users have found ways to make it write essays and answer questions based on its available data. But the writing and answers are far from perfect, and concerns about misinformation, data privacy, and AI "thinking" replacing human learning are top of mind for teachers and administrators.

For most educators, the response to AI's emergence must fall between an outright ban of its use and allowing its use across all areas of learning. Harvard Graduate School of Education released its own preliminary guidelines for dealing with AI in the classroom this summer, outlining potential pitfalls and offering suggestions to its faculty and students to help understand how best to use AI as a teaching tool.

"We didn't want to be so restrictive that we would prevent students from gaining experience using these tools, or not let them use them in ways that can enhance learning rather than detract from it," says Professor Martin West, academic dean at HGSE. "But we also wanted to convey to students that some uses of generative AI can undermine their learning. Particularly, when the tools are used to do the cognitive work of thinking for students rather than to support their learning."

Not every school district or company has guidelines in place ahead of the new school year. Best practices will continue to change as the technology - and its limits and uses - continues to evolve. As educators begin to think about guidelines for their schools and classrooms, experts have suggested some starting points for understanding what AI has already changed about educating, and how best to avoid problems to make AI an aid, not a hindrance, in the classroom.
Learn how AI actually works to demystify its impact and potential.
HGSE professor Chris Dede and postdoctoral fellow Lydia Cao, both of Project Zero's Next Level Lab, recently published Navigating A World Of Generative AI: Suggestions For Educators. In it, the writers noted that the product of AI is different from human thought, "lacking essential qualities such as comprehension, self-awareness, emotions, embodiment, ethics, values, and culture."

"As an analogy, we can think of AI as moonlight and human accomplishments as sunlight. As the moon reflects the radiance of the sun, AI reflects what humans are capable of - both truthful insights and biased misinformation," wrote Dede and Cao. "AI is trained using existing data from the worldwide web, which leads to the potential problem of 'garbage in, garbage out,' as well as pervasive issues of AI "hallucinations" where it generates responses that sound plausible but are factually incorrect, such as fabrication of citations of research articles that do not exist."
Create a curriculum that is process-oriented, not product-oriented.
AI should not be used to replace the "thinking" or ability to recall facts that product-oriented learning often asks of students. Rather, Dede and Cao suggest developing process-oriented learning approaches that encourage students to find answers with their own logic and reasoning.

"We need to equip students for a world full of uncertainties and challenges and prepare them to do the complex work of problem-solving," they write. "Embracing a messy process rather than becoming good at following "cognitive recipes."
Make the curriculum more resilient to AI's advances.
This could mean shifting back to more oral exams in the classroom or pivoting lessons to feature more in-class written work. But the researchers say teaching students the current limits of AI can also be an important lesson in both digital literacy and how learning actually works in humans. Understanding "hallucinations" and misinformation coming from AI can help them better use the technology as a learning tool and understand how they themselves learn.

"This provides an opportunity for learners to hone their critical thinking and judgment skills by evaluating AI-generated content through reflection and discussion," write Cao and Dede. "In this way, AI is not doing the thinking for the learners, but supporting them to think better."
Clarify policies and practice.
In the short term, institutions need to let teachers and students know what's allowed and what isn't when it comes to AI usage. Policies must keep in mind some major points like:

Whether using AI as part of coursework violates academic policies

How to cite AI usage in work, if allowed

Risks of incorrect information, "hallucinations" or biases in AI-generated work

Intellectual or copyright concerns

Risks of sharing sensitive information, which may be added to LLM databases

"Our first step was to provide guidelines that clarify what's appropriate in using these tools in academic work," said West of HGSE. "And at the center of that is, when in doubt, ask the instructor. Because uses will emerge uses we hadn't been able to contemplate when writing those guidelines."
Be malleable.
Education is driven by the needs of its students, who will need to understand how to use AI across a variety of sectors in the future, says West. So, educators need to focus on teaching students how to use it, what to avoid, and ultimately remind them what AI cannot yet replace.

"The more productive way forward is for educators to focus on demystifying AI, emphasizing the learning process over the final product, honoring learner agency, orchestrating multiple sources of motivation, cultivating skills that AI cannot easily replicate, and fostering intelligence augmentation (IA) through building human-AI partnerships," write Dede and Cao. "Through these approaches, educators can harness the benefits of AI while nurturing the unique abilities of humans to tackle big challenges in the 21st century."

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Academic Resilience in a World of Artificial Intelligence

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Guidance for educators as generative AI changes the classroom and the world at large

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Student Use of AI: A Helpful Framework | Edutopia

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Student Use of AI: A Helpful Framework | Edutopia

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This model guides students to ask vital questions about their AI use and to reflect on how it benefits their learning.

All of the excitement and trepidation about generative artificial intelligence (AI) has led to thorny questions for teachers, perhaps none more pressing than whether, when, and how to allow student use of AI tools. While these tools can undermine the learning process, they can also be powerful sources of enrichment, clarity, and perspective-when used responsibly.

To aid teachers and students in responsible Al use, we have collaborated on a decision tree for student decision-making. This framework can help students make better choices about using AI tools and give teachers more confidence in supporting student use. Critical engagement with AI tools-including questioning their outputs, understanding their limitations, and considering ethical implications-is a vital component of digital literacy and citizenship.

Walking Through The Decision Tree

Permission: Am I permitted to use AI tools for this task? Generative AI is undetectable, making bans impractical and short-sighted. Instead, teachers should collaborate with students to create trust-based norms and transparent processes for AI use. A straightforward " red light, yellow light, green light " system is a good starting place. Teachers need to feel empowered and knowledgeable enough about AI tools to dictate whether students can use them, and students need to understand the rationale for these kinds of decisions as part of their own emerging AI literacy. This first question, then, reminds students of the permission structure and expectations within a given class.

Enhancement: Am I using AI tools to enhance my learning? Like most academic technology, AI tools can be used to enhance learning or to supplant it, and students need to be prompted to consider not just whether they're allowed to use these tools but how to use them responsibly-not as a replacement but as an augmentation. This question invites students to reflect metacognitively on the goals of the task and the suitability of the tool. Students are more likely to be successful in this process when their teachers give guidance tailored to an activity and clearly communicate its learning objectives.

Indeed, this is one way in which AI might inspire teachers toward best practices, as clearly articulated learning objectives are an essential part of effective teaching. When students understand assignment goals, they are also more likely to understand the teacher's rationale for allowing (or not allowing) AI tools. Similarly, they will be better positioned to evaluate the effectiveness of an AI tool in helping them build their understanding and develop their learning.

Iterative use: Am I using PROMPT and EDIT to generate and analyze my AI outputs? AI tools work best when used iteratively; that is, they are best leveraged through repeated engagement and tuning. Our model offers PROMPT (Purpose, Role, Organize, Model, Parameters, Tweak) and EDIT (Evaluate, Determine, Identify, Transform) as helpful acronyms for designing and refining prompts, again with the goal of introducing some critical metacognitive friction into the students' use of the tools.

PROMPT encourages students to design scaffolded prompts with the goal of eliciting the most helpful responses, while EDIT reminds them that use of an AI tool is an active process of determining the appropriateness and effectiveness of AI outputs, iteratively analyzing, tweaking, and re-prompting.This approach is equally beneficial to teachers-whether they are creating routine study materials or designing a custom chatbot for classroom use.

PROMPT also pairs nicely with the " AI roles " framework developed by Ethan and Lilach Mollick, which encourages users to give the AI a clearly defined role (e.g., tutor, coach, mentor) in order to get desired results and leverage it appropriately. That role is yet another opening for students to intentionally use the tool within a teacher's parameters.

Transparency: Am I prepared to show how and explain why I used AI tools to support my work? This question drives home the metacognitive process even more deeply and is a crucial step for promoting thoughtful collaboration, rather than outsourcing. It requires students to reflect on how they integrated the AI tool's offerings, placing greater emphasis on process over product.

Teachers can make informed choices about how best to have students share their process. We have had students share conversation links and annotate sections of their writing on which AI served as a coach. There are MLA, APA, and Chicago Style guidelines for citing AI use as well.

Reflection and metacognition: Am I actively reflecting on my use of AI tools? In this essential final step, students are once again invited to consider the assignment objectives, their own growth and learning, and their own responsible use of these tools. The goal, as always, is to prepare students to be not just tech-savvy but tech-wise, ready to approach the complexities of a digital future with confidence and ethical clarity.

Educators play a critical role in this process, and through scaffolded reflection, students can develop nuanced understandings of appropriate and inappropriate uses of AI. Facilitating discussions on AI use, experimenting in class, and soliciting feedback can bring students into the fun, messy project of figuring out how best to teach and learn in this new era-empowering them in the process.

Banning Won't Work-and Won't Help Students Learn

For a host of reasons-because AI-generated content is not always detectable, because AI tools are here to stay, and because they can be such robust tools for creating and learning-teachers and schools should resist the temptation (to try) to ban these tools from the classroom process. Instead, AI tools, like all technology, need to be mindfully and carefully woven into learning through a deliberate process of iterative ideation and metacognitive reflection, thereby helping to preserve the human connections that form the core of teaching and learning.

Through structured frameworks like our AI decision tree; a red, yellow, or green light system; and ongoing dialogue about AI's role and impact, teachers can help students not only leverage AI to enhance their learning but also fully appreciate the opportunities, responsibilities, and downsides that this technology presents. By fostering responsible AI literacy in our classrooms, we can empower students to shape a future that is more human-centric, reflective, and thoughtful.

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This model helps teachers guide students to work with AI through questions about their use of it and reflection on how it benefits them.

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

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Artificial intelligence is already reshaping how some Colorado students learn. Is your school on the cutting edge?

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Artificial intelligence is already reshaping how some Colorado students learn. Is your school on the cutting edge?

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Jenny Brundin/CPR News

Victor Oshmyan, a sophomore at Niwot High, clicks his mouse to engage a car. It's aimed at little model pedestrians. But he stops the car in the nick of time before it runs them over.

"It actually sees the pedestrians, but the AI model isn't strong enough to recognize that all of them are people, so it was just going to run them over," he said during a demonstration with a toy car and the figurines.

But then Oshmyan shows how the car fully stops when it recognizes him, a real person, just like he's programmed.

"It didn't move because it didn't want to run me over," he said.

Oshmyan is an early adopter, one of a group of students so intrigued by artificial intelligence that they're on a special after-school AI project team at the St. Vrain Valley School District's Innovation Center in Longmont. They develop and design products for clients and get paid to do it. These students are at the vanguard of discovering how artificial intelligence works in its many forms but are also helping educators learn how it may change instruction.

'Cognitive dissonance'

When artificial intelligence came on the scene, Colorado's school districts tended to fall into three buckets. Some immediately banned any use of it. The vast majority seemed interested - but too bogged down in other challenges.

A couple of districts blasted out of the gates trying to teach their students about AI - like St. Vrain.

Teenagers already tend to know more about AI than adults, even if just for things like altering their image to look like a cute animal. Students are getting the message online that this technology will change the way we live and the world of work.

"And then they walk into school and we tell them, 'Whatever you do, don't use this,' " said Rebecca Holmes, CEO and president of the Colorado Education Initiative, which has created a task force to help districts incorporate AI. "It's just cognitive dissonance to the teenage brain. It's the kind of eye roll from teenagers that we should really pay attention to because they're right."

Oshmyan used a program called AutoAutoAI to code the car to detect a person with an image he plotted. He also programmed it to swerve at yellow lights and stop and play "Happy Birthday" on red lights. Oshmyan is also working on a pizza bot to take orders.

"It will help pizza workers not spend so much time on the phone," he said.

Jenny Brundin/CPR News

Nearby, his classmate Malcom Smith demonstrates a classification system he built using AI, which can solve patterns at incredibly fast speeds. It can identify hundreds of unique parts for Vex Robotics that younger students use to build. His project is to help students, but also their teachers.

"That's a lot of pressure on the teacher because the teacher has to know all of these different parts and that can be very tricky," he said.

Smith holds up a Lego-like piece. A machine voice identifies the part and describes what the part can be used for.

This is the kind of real-world learning that AI can foster.

"I feel like AI is a powerful tool that will be incorporated in the future a lot," said Oshmyan. "And I feel like understanding it better will help us work with it better so it doesn't just take over. And I feel like it's better to understand it right now than later."

Another student said he'd love to one day develop an AI that could help recognize cancerous moles.

Then there are the ethics of using AI

Marek Pearl, 15, who is more interested in engineering robotics rather than a career in AI, still decided to take a course called "Intro to AI," which includes the ethics of AI. It sounded interesting and he wanted to learn how it could help him in his daily life like writing emails. But here's how he may use it at school: If the assignment is to write a short paragraph on the War of 1812 and some major historical figures, he'd ask for an AI platform:

"What was the Battle of 1812?"

Like other students, Pearl said AI tends to explain things in a simpler way to start out with.

"I try my best to use AI as an inspiration, rather than a writing tool," he said.

He'd get the historical figures' names and then do his own research on each individual. A lot of the students say they use it this way. Shaffer Piersol, a freshman at Niwot High School, uses AI to help her study. Many students use the "Quizlet" studying tool, which now employs artificial intelligence.

"I don't want to go through all 20 pages of a textbook to make 10 Quizlet questions. So Quizlet will be like, 'Hey, if you just upload the PDF, well, we can do it for you.' "

Piersol has strong feelings about using AI to rip off artwork, something she's seen done to her favorite artist, "which is not cool to do."

But for a lot of other teenagers, the temptation to cheat is real.

"A lot of my classmates use ChatGPT to write their essays, so no matter how I think, people are always going to do whatever they want."

Pearl, on the other hand, thinks cheating is not easy for students to get away with.

"Almost all teachers can tell, like, if they've seen your writing before, they know, huh, that person doesn't write like that."

Teachers have told students explicitly, that if they use ChatGPT to write their essays, they're getting an "F."

Students are also learning AI's (at least ChatGPT's) limitations

Nicholas Umpierrez, a senior, is working with his team on a project for the city of Longmont - building an underwater robot for water collection. He wants to know the ideal flow rate the machine should use. He's used ChatGPT for coding already so decides to ask the AI about the flow rate. AI spits out an answer. Umpierrez gives it more parameters; he gets the same answer.

He decides he should probably go back to the scientists in the city to get more information.

Nicholas' teacher Nathan Wilcox interjects, recognizing an AI "teachable moment." He praises Umpierrez for realizing that ChatGPT has huge limitations when it comes to hyper-specific questions.

"Do we know that's the most recent, new, data? Do we know that that's the optimal data? Do we know if that data was collected related to water sampling for this type of purpose?" the teacher asks.

Jenny Brundin/CPR News

Instead, it's the Longmont scientists who will know the ideal flow rate based on research studies. The exchange is yet another opportunity for learning about an extraordinarily powerful tool that is rapidly changing K-12 education.

Where do school districts start?

Joe McBreen, SVVSD's assistant superintendent of innovation, said districts leaning into AI doesn't mean accepting everything about it, lock, stock, and barrel. But he said AI is only going to become more pervasive and powerful.

" I think we're ethically and morally compelled to prepare our kids for a competitive future, where they not only are aware of AI but they're empowered with next-level exposure and experiences so that they can confidently live in this world," he said. "That begins today."

Schools can start by teaching kids the difference between a traditional search engine and generative AI, which can include images, music, and code, or large language model AIs - which produce text and don't require computer science knowledge to use.

"The world's most popular programming language right now is English. Literally, you can talk to the ChatGPT and get the code," McBreen said. "And so what sorts of opportunities does that open up? "

Other AI models can be used for data prediction and image recognition.

Districts must start with a set of educators who are aware, empowered, and skilled enough to help students, said McBreen.

Jenny Brundin/CPR News

St. Vrain, one of the first districts to offer professional development to educators, launched a soft introduction to AI for teachers, encouraging them to complete a bingo board that has them use AI in fun ways like finding a recipe or planning a trip. They earn credits for completing the cards. Along with coaching on safety and privacy in using AI, the district is continually analyzing whether there are gaps in its current cheating and plagiarism policy.

The district has created a task force of teachers and district leaders who are putting together an eighth-grade introduction to technology that focuses heavily on AI. But they'd eventually like to have exposure to AI in all grades.

Recently, Deagan Andrews, a curriculum leader for Greeley Evans School District 6, chatted with McBreen about the best way to begin developing an AI pathway for his district.

AI is painted with a broad brush, explained McBreen, but in reality, there are many different strands to it: from autonomous driving and AI in cybersecurity to how people use large language models to accelerate what they do. Other questions to consider: What is the right level of programming knowledge for students? How can they use AI to advance their own projects?

Many are worried that not all students will learn how to use AI

A new nationwide survey by the Center for Democracy and Technology finds massive changes in teacher and student use of generative AI. However, it shows teachers struggling with navigating many questions around responsible and safe student use and teachers distrustful of students resulting in more students getting into trouble. Many educators are stuck at that level, never mind how to teach students how to use AI as a tool and for application-based questions, much like the calculator did. The vast majority of educators are unequipped.

Greeley district's Andrews believes schools never really helped students effectively leverage calculators or even Google.

"And now we take something that's 10 times more sophisticated. How are we going to help support students to really leverage it?"

That's where the Colorado Education Initiative comes in. The nonprofit will produce a statewide plan this summer identifying AI policies and practices needed for schools, as well as training for teachers. Rebecca Holmes is aware equity gaps are already starting.

"If a kid happens to be in a district that's forward moving on something, they get lots of education about it and if they don't, they don't."

Jenny Brundin/CPR News

Adeel Khan, a former Colorado educator and founder and CEO of Magic School AI, said it's crucial that AI become a competency in school, and not one that only affluent parents can buy their children.

"We need to lead the charge here and not make the same mistakes of not bringing one-to-one laptops to schools (until) decades after they were being used in every professional work environment."

Holmes hopes to encourage the districts that have banned the use of AI to think of that as a first move.

"Please don't let it be your last move and start to figure out how else you can engage with this and support young people in engaging with it."

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Artificial intelligence is already reshaping how some Colorado students learn. Is your school on the cutting edge?

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One superintendent said districts leaning into AI doesn't mean accepting everything about it, but AI is only going to become more pervasive and powerful.

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Check out this Introducing Khanmigo video (demonstration starts at 5:14)

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Meet Khanmigo: Khan Academy’s AI-powered teaching assistant & tutor

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Khanmigo, built by nonprofit Khan Academy, is a top-rated AI for education. Save time on prep, tackle homework challenges, and get personalized tutoring.

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Check out this Introducing Khanmigo video (demonstration starts at 5:14)

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Meet Khanmigo: Khan Academy’s AI-powered teaching assistant & tutor

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Khanmigo, built by nonprofit Khan Academy, is a top-rated AI for education. Save time on prep, tackle homework challenges, and get personalized tutoring.

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Learn about how MagicSchool supports student learning. Video: Introduction to Magic School for Students

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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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Getting started with generative AI | AI for education | Khan Academy

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Getting started with generative AI | AI for education | Khan Academy

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What is AI and how does it work? | AI for education | Khan Academy

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Khan Academy believes that AI and Large Language Models hold the potential to transform education. By providing teachers and students resources and tools to design joyful, personalized, interactive, engaging learning experiences that drive deep learning in the months and years ahead, we hope to beco…

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How to Keep Students Writing in the Age of AI Tools | Edutopia

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How to Keep Students Writing in the Age of AI Tools | Edutopia

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How to Keep Students Writing in the Age of AI Tools

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Despite the proliferation of AI writing tools, teachers can work to create an environment where students are invested in their growth as writers.

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Giving High School Students More Control Over Their Learning | Edutopia

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Giving High School Students More Control Over Their Learning | Edutopia

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An Innovative Way for High School Students to Take Control of Their Own Learning

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Giving students a chance to build a project based on a rubric they created can increase engagement and investment.

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Setting Ground Rules for Original Writing and ChatGPT  | Edutopia

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Setting Ground Rules for Original Writing and ChatGPT  | Edutopia

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Michelle Zimmerman can't predict the future. But a few years ago, when researching her 2018 book Teaching AI: Exploring New Frontiers for Learning, she met a handful of people who could. Speaking with artificial intelligence experts, some of whom had been in the field since the 1960s, she learned in hushed whispers about a conversational AI chatbot being developed to respond to queries with remarkable speed and fluidity. Ask a question, get a succinct and polished answer on demand. Request a five-paragraph essay on To Kill a Mockingbird and read it in seconds, thesis statement and all.

Zimmerman realized such a tool would represent a quantum leap for education when it appeared. So she got to work. Without a name or even a particularly clear timeline, she began imagining a world where AI had totally upended teaching and assessment as we know it. Since she couldn't create effective lesson plans or test the writing capabilities of a piece of software she'd never seen, Zimmerman began wrestling with big questions like these: What does it mean to create something original and unexpected when AI is a contributor? When is it ethical to ask AI to assist with an assignment like writing an essay or submitting a science report? And when, to put it bluntly, is it just cheating?

To figure it out, she convened a focus group of high school students at Renton Prep, the private school outside Seattle where she serves as executive director. If nothing else, it would get her students thinking about the big ethical conundrums around writing and AI awaiting them in college and beyond. "I figure it does not do much good if you're an adult saying, 'Oh, we won't accept that assignment because it's plagiarism,' if you don't discuss it with students," she says.

Late last year, Zimmerman's planning was put to the test when the world was introduced to ChatGPT, the generative AI chatbot she'd heard about years earlier, developed by OpenAI, a nonprofit founded in 2015. Released to both rapturous and apocalyptic reviews, ChatGPT was initially heralded in the press as a death knell to the student-penned essay and a ready-or-not educational revolution. By February, it had 100 million monthly active users, becoming the fastest-growing consumer application of all time. By May, one Common Sense poll found that more than half of kids over the age of 12 had tried it.

As schools enter for the first full year in a post-AI world, many are grappling with the same types of concerns that Zimmerman and her students have been working through. Namely, how do you set ground rules that acknowledge AI while spelling out parameters for how it can-and cannot-be used in schoolwork?

A FIRST TAKE AT DRAWING BOUNDARIES

The same immense processing power that makes ChatGPT such a useful tool for learning also makes it a particularly tempting vehicle for cheating, mainly through passing off blocks of generated text as original work without attribution. That's left districts and schools scrambling to create comprehensive academic integrity policies that spell out how (or if) students can use ChatGPT responsibly.

As part of its guidance on AI, Carnegie Mellon's Eberly Center, which provides teaching support for faculty, shared a handful of example syllabus policies touching on several schools of thought. Instructors might choose to ban generative AI tools outright, with violators facing consequences akin to those for plagiarism of any form. But they might also create policies that fully permit the use of generative AI, as long as it's acknowledged and cited like any other source. A third option is more nuanced-neither a free-for-all nor a knee-jerk ban. It lets teachers permit AI use for certain activities, such as brainstorming and outlining, or special assignments, such as ungraded ones, but forbid it in all other contexts.

Given how fast AI is evolving, developing a comprehensive policy around safely using AI is challenging, though not impossible.

After researching existing guidance from all over the world, Leon Furze, a British-Australian educator pursuing a doctorate in AI and writing instruction, recently penned a template policy specifically for secondary schools. One of the first of its kind, Furze's document provides a framework for how educators can think about the bright red lines that must be drawn around AI use. Its various sections run the gamut from data privacy, access and equity, and academic integrity to assessment and even professional development, proposing lines of inquiry that schools can explore to create their own unique policies. Take a section on citations and references, for instance, which asks schools to consider three key questions:

How can AI-generated material be appropriately cited and referenced in research and writing?

What guidelines will be provided to staff and students regarding the appropriate citation and referencing of AI-generated material?

What tools and resources will be made available to support appropriate citation and referencing of AI-generated material?

If you're looking for a copy-and-paste formula for how to deal with plagiarism or other topics, you might be better served asking ChatGPT directly. You won't find it here. As Furze explains in an introduction, "The suggestions here should form part of a wider discussion around updating your existing cyber/digital policies, and should involve members of your school community including parents and students."

Since students will be most impacted by the new rules, it may be worth broaching the subject with them directly. This year, Kelly Gibson, a high school English teacher in rural Rogue River, Oregon, best known for her thoughtful education takes on TikTok, is speaking plainly with her students about using AI responsibly. While her district is still ironing out its own guidance, she plans to explain some commonsense ground rules. Students must always receive permission before using AI, and they should know the consequences of being caught cheating. Over time, as students gain more experience with AI tools, she hopes they'll realize for themselves why its impersonal tone and track record of distorting or inventing facts makes it unsuitable for generating long-form writing.

"There are frequent errors because it's a word predictor," she says. "If all a student is going to do is put in the prompt the teacher gives them, there is a high probability that they're going to get a very simplistic paper."

BRAVE NEW WRITING

In response to concerns that schools were losing in the battle to keep tabs on student originality, this April, four months after the release of ChatGPT, the plagiarism detection company Turnitin released its own highly anticipated AI solution. For decades, the company's standard offering has checked student writing against enormous databases looking for what the company describes as "similarity," which may or may not amount to actual plagiarism, depending on context like quotation marks and proper attribution.

With the new update, customers still receive the same similarity rating for a submitted paper but now also receive a "Level of AI" score that examines each sentence and generates a probability score indicating how much text it believes was generated by AI. The software, like all AI detection, is still in its infancy and is far from exact science. The company claims its false positive rate is less than 1 percent, but some independent checks on early versions of the software found a much more frequent rate of errors, particularly for English learners, leading some researchers to call it " unreliable."

So do AI checkers work? "In short, no," reads a portion of OpenAI's website, clarifying that no tool has yet been able to "reliably distinguish" between human- and machine-generated text. To that end, a number of colleges, including Vanderbilt, the University of Pittsburgh, and Northwestern, aren't using them at all. Still, Turnitin says it has analyzed a massive 65 million papers since April of this year, flagging 3.3 percent for containing at least 80 percent AI writing; around 10 percent of the papers it's processed featured over 20 percent AI writing (though the software's accuracy may decline the less AI writing it detects and as AI writing itself becomes more human sounding).

Taken together, these early figures indicate that students are already using AI tools in their work-though probably not overwhelmingly. That puts educators in an awkward position. "I don't want to spend my entire year hunting for examples of AI writing and looking for cheating," says Marcus Luther, a high school English teacher in Keizer, Oregon. "One, I don't trust myself to be successful at that, and two, I don't trust the tools. And most importantly, I don't want to take that mindset into how I read student work. I want to set expectations, but I also want to be affirmative in how I look at students' writing."

WHAT WOULD SHAKESPEARE SAY?

Beyond black and white issues like plagiarism, it will be difficult to create a blanket set of rules at the start of the year, simply because the technology is changing so quickly. Google is currently beta testing a generative AI tool, called " Help me write," that will integrate its Bard AI technology directly into Google Docs. With a few keystrokes, students will be able to generate a few paragraphs' worth of material inside the word processor they're already using. The new feature has the potential to change how we approach writing, normalizing AI output as a starting point. The blank page, once the bane of even mature writers, may soon seem as quaint as the slide ruler.

Dialogue may already be as important as policy. "I'm very much unsure of what the process looks like in terms of them forming their own original writing," says Luther, "so I think it's really appropriate to have conversations with students about how they feel about AI." Now, he plans to ask his students to consider the murky ethics of AI and what choices they would make in his shoes. As teachers, when and how would they let students use AI? Would they consider a poem or novel created using a generative AI tool to be wholly original? And what is being lost if we use AI in place of thinking for ourselves? "I want to, as much as possible, be transparent in bringing the philosophical issues into the classroom with humility," he says. "I don't want to pretend like I have answers that I don't."

Recently, Zimmerman conducted a similar thought experiment with the students in her focus group. Following a conversation on Shakespeare, she asked them to use ChatGPT to play around with generating love letters-an intimate subject to most teenagers. As they were having fun injecting humor and emotion into their letters, she dropped a sly question: What if you got a letter from someone you liked and began to question whether it was from the heart or generated by AI?

"There was this little gasp that came across the kids, and they looked at each other, because it's one thing if you talk about content that wasn't original to them, and it's an assignment that they turn in," she says. "But when it's very personal and it's something that they want to know is real and unique, it hits them in a different way."

THE HUMAN TOUCH

For Gibson, the high school English teacher, her in-class AI discussions will have to wait a few weeks while she reviews the fundamentals of critically analyzing a text and forming a strong argument. "What I've found with thesis creation is that very often kids have an idea of what they want to talk about, but they don't know how to write it as a thesis statement," she says.

Gibson envisions letting students use a tool like ChatGPT to refine, but not create, their arguments. Typically, she asks students to complete a custom graphic organizer in class to deconstruct the parts of an essay and build their argument before writing the final version at home. "You could potentially look at the final essay and not worry about whether ChatGPT was involved because you saw what students were able to put into the graphic organizer from the get-go," she says. She often loads her organizers with detailed and specific parameters that require students to interact with the assignment in meaningful ways. "For anybody to get anything above a D, they're going to have to do a lot of interacting with whatever ChatGPT spits out."

Once students master the basics of argumentation, they rarely need such scaffolds. Then the goal becomes turning them into more competent-even joyful-writers by making them care about the work they're producing, explains Katy Wischow, a staff developer at the Reading and Writing Project at Columbia University's Teachers College. "When there's an authentic purpose to writing... it doesn't feel like busy work," she says.

That tracks with a philosophy that Zimmerman has been trying to impress on her students for years-namely that exploring their lived experiences, cultural backgrounds, and views of the world is crucial to their education. Their stories are something AI can never replicate, but the technology might help sharpen the finished product. Recently, a student who is half Indian and half Pakistani used ChatGPT to brainstorm and refine questions to ask her parents about decades-old ethno-national tensions that are typically never spoken about. In the process, she learned about generational trauma, which sparked several meaningful prompts she can explore in her writing.

To some of Zimmerman's students, this is the true opportunity in AI-not as an instant-gratification homework machine, but as a resource they can tap to help them create the kind of deeply personal and expertly polished work that matters to those around them. Not long ago, Zimmerman asked another student, "What is it you wish AI will accomplish?" She found herself unprepared for his answer and more than a little crushed. "He said, 'I hope AI will help our teachers actually want to know us better.'"

Provided teachers develop this intimate knowledge of their students as writers, and AI is welcomed into the process as a subordinate partner, perhaps we won't be talking about counterfeit work as much as we think.

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Setting Ground Rules Around Original Writing and ChatGPT

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Generative AI tools like ChatGPT have the power to revolutionize education, but educators must first wrestle with weighty ethical and practical concerns.

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Checking for Bias in AI Outputs | Edutopia

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Checking for Bias in AI Outputs | Edutopia

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When students use generative artificial intelligence, they need methods to check for biases that may skew results to prompts.

I asked ChatGPT the following question: Given the scale and speed at which Mount Rushmore was created, why has the Crazy Horse monument not been completed? ChatGPT shared, "The historical significance of Mt. Rushmore was a contributing factor of its development." This leads one to believe that Mount Rushmore is more significant than Crazy Horse. When I asked if Gutzon Borglum, the lead sculptor of Mount Rushmore, worked for the Ku Klux Klan prior to being commissioned for the federal project, ChatGPT stated, "He had some affiliation." The use of the word "some" rather than a more direct response to his affiliation modifies the significance of his role with a hate group.

When I asked Diffit, an artificial intelligence (AI) program that supports teachers in designing unit and lesson plans, the following question, Why do history books use the term the Battle of Little Bighorn rather than the Sioux or Lakota term the Battle of Greasy Grass? the AI generation provided the following context: "The Native Americans were living there without permission from the local Crow tribe. The United States Army wanted to stop the Native Americans from taking land from other tribes." This statement is grossly inaccurate, and such a rationale is well established as a pretext for the U.S. government to facilitate the exploitation of gold from the Black Hills and leverage westward expansion.

Such misleading and inaccurate statements are prolific within AI tools and preclude the vast perspectives of marginalized communities. There is, however, an opportunity in these inaccurate representations for both teachers and students. One of those opportunities is that this void provides educators with a platform in which to teach students the power of using questioning to check assumptions and to combine the power of critical thinking and criticality through the medium of AI.

2 Strategies to Help Students Assess AI Responses

1. The 3 Cs: Georgia State Professor Gholdy Muhammad explains the difference between critical thinking and criticality: Critical thinking is "deep and analytical thinking," while criticality is related to "power, equity, and anti-oppression." The 3 Cs is a protocol that combines critical thinking with criticality and pushes students to take action or contribute.

Review class notes, textbooks, community resources to determine accuracy of AI programs and our understanding of the topic.

Ask AI additional questions: Is there another way you can explain it? What evidence are you using to ensure that this is accurate? What's the connection between A and B? Is that always true or just in this case? Is there another example? If that's true, what about this?

Students weigh AI with what they have learned in class.

Critical: Ask and analyze an AI-program-generated summary on a topic.

Create a class list of potential missing perspectives and assumptions of AI.

Divide students into pairs with a set of questions (e.g., To what extent are there errors in this rationale? What assumptions are you using to write these passages? What perspectives are you missing, especially from marginalized communities? What perspectives would help us better understand the situation at hand from other people, communities, and cultures?).

Meet back as a class and discuss what has been learned.

Criticality: Evaluate missing perspectives and voices along with held assumptions.

Contribution: Ask students to come up with a list of arguments and questions that they could engage with AI to ensure a higher level of accuracy in responses in the future.

Your statements appear to reflect only this perspective. How would you change your language in the future?

How would you rewrite your statement from a different perspective?

Students should ask the following questions of ChatGPT:

How would you write or speak about this topic?

How would you ensure accuracy of information you or others provided?

How would you provide a complete picture when understanding and working with others to solve a problem?

Next, students should address the following:

Identify your position on a controversial topic (e.g., immigration, restitution): What do I believe about this?

Determine the reasoning behind your position: Why do I believe that? What evidence supports my position?

Identify the opposing position(s): What is another way of looking at this? Describe your rationale. What evidence supports this position?

Ask ChatGPT to create a supporting and opposing position. Does the rationale include a claim, evidence, and reasoning? Are multiple voices represented? Does AI come up with claims, evidence, and reasoning that is similar to or different from those you generated?

Check accuracy of ChatGPT both for and against an argument: Does ChatGPT provide reliable and valid evidence?

Summarize what you have learned: What have I/we learned? Reflect on the process by finishing the following two sentences: "I used to think... now I think..."

2. Perspective analysis: Developed by education researcher Robert Marzano, this protocol is designed to engage in a detailed examination of a person's point of view or outlook on a given topic. Students discover the interrelationships within a topic and begin to see the information from other viewpoints. The change here is that this is accomplished through the medium of AI.

The opening that AI has left for students is the opportunity to ask questions, evaluate perspectives, and verify accuracy of information. The aforementioned strategies are small and doable ways to engage students in making such opportunities a reality in the classroom.

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Helping Students Check for Bias in AI Outputs

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Artificial intelligence may provide biased information, which is one reason to teach students to check for bias in AI outputs.

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Character Chatbots in English Class | Edutopia

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Character Chatbots in English Class | Edutopia

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The tool Character.AI can give students insights into the books they read, as well as the limits of generative artificial intelligence.

In October, students in my freshman English class finished reading The Catcher in the Rye and were full of questions. What happened? What was the point? Did Holden get better? Why does he act like that? I decided to let them interview an AI-generated version of Holden Caulfield on Character.AI to answer their questions.

Many teachers are looking for methods to integrate artificial intelligence into education in a way that generates learning experiences and still require that students demonstrate understanding and critical thinking. Platforms like Character.AI offer a wide range of possibilities for teachers to implement engaging assessment techniques that can encompass a wide range of learning standards-and can show students some of the shortcomings of AI. Here is a three-step process for using Character.AI as a fun assessment tool in English.

Assess understanding of character and plot.

Provide an opportunity for students to ask the unanswered questions of the book.

Develop AI literacy through student-led evaluation of the AI chatbot effectiveness and utility.

Develop critical thinking and perspective through the generation of broad, open-ended and empathetic interview questions.

Develop active listening skills via the safe space of a conversation with an AI chatbot.

The assignment has five goals:

Step One: Preparing the class for the assignment

First, interview your own "HoldenAI" on Character.AI's platform. As you might expect, these bots are buggy. They can produce inaccuracies, misunderstand questions, and mix up characters and events from their own story. Furthermore, there are many versions of the same character (since they are user-generated). Before assigning this project, interview a handful of bots related to your book, subject, or task before settling on one that most closely resembles the historical or fictional character you have chosen. My favorite Holden bot was created by a user named @Karakter.

Next, you want to present and hype up the project. Have the class generate a list of "burning questions" for your given character with the class. Model curiosity by naming some of the questions you have always wanted to ask. Let students know they will be interviewing their own version of the character and evaluating its effectiveness.

For homework, ask students to register for Character.AI, and have them interview their favorite celebrity or historical figure for fun. This step allows students to familiarize themselves with the platform in an engaging way. Character.AI provides a blanket statement regarding NSFW content that guarantees the blocking of pornographic content. However some characters-such as villains or movie characters-may use profanity or be aggressive to match their personality.

Step Two: Engaging with the Platform

After students have developed an understanding of the program, ask them to generate broad, open-ended questions that also exhibit an understanding of the character's motivations and personality.

One of my favorite questions for Holden was "Why didn't you ever call Jane Gallagher?" The question works well because Jane was Holden's crush and was very meaningful to him, but he never built up the courage to call her in the book. It gets to a core aspect of Holden's character-an inability to face his feelings-while also being broad, open-ended, and a good conversation starter.

This part of the rubric or assignment should encourage students to engage in active listening. Students should respond to what the bot says rather than simply jumping to the next question. Student recognition of the bot responses could be as simple as "Thank you, that was helpful," or even "I'm sorry to hear that."

The goal of requiring active listening is to give students enough material to evaluate the bot's effectiveness and to develop AI literacy. Requiring this type of conversation will help many students understand what works and what doesn't work with AI. The truth is more complicated than many realize, and our students need to be given at-bats to develop an understanding on their own.

After students are finished with the conversation, have them copy and paste the text into a separate document and submit it electronically. I found the student conversations to be fascinating.In one conversation, a student opened up about his own struggles with his family and found the chatbot to be a helpful talking partner for his problems. In another, a student had a long debate with the bot about the rationality of Holden's actions that saw the two of them break down complex emotions into logical and understandable components.

In perhaps the most interesting conversation, a student confronted Holden so directly that the bot shrank in shame and slowly morphed into J.D. Salinger. The bot itself changed personalities from Holden to Salinger in the middle of the conversation.

Step Three: Evaluating the Bot's Effectiveness

In this portion of the assignment, students must show understanding of the character by comparing and contrasting the comments from the chatbot with the actions, words, and personality of the character from the book. Students can pair evidence from the chat with evidence from the book to make their case. In a fun twist, the conclusions will vary by student, since the bot has a different conversation with every user.

Here is the essay prompt I used: "Evaluate the effectiveness of the AI chatbot in furthering your understanding of Holden Caulfield. To what degree did your interview with HoldenAI increase your understanding of his character? In what ways did HoldenAI match up with or differ from J.D. Salinger's Holden Caulfield?"

As an example, the Holden chatbot that we used mischaracterized his brother Allie in conversation. In the book, Allie is Holden's younger brother, who died of cancer three years earlier. The chatbot repeatedly thought Allie was a girl. Sometimes, the bot thought Allie was a girl whom he had dated before. In others, he thought Allie was a superficial sister. In these ways, students can see that the bots are flawed and often operating on incomplete information.

Unpacking the assignment

After they submitted their chats, we had a "postgame" class discussion. Each student shared the highlights or lowlights of their conversation. Students were surprised to realize that the bot had very different conversations with each person. For some, Holden was combative and angry. For others, he was sad and sullen. For still others, he was talkative and open.

When students realize that every one of their classmates had a completely different conversation with the same bot, they begin to understand one of the project's more nuanced objectives: Questions matter, and so does listening. The way that the students prompt, listen, respond, and then converse will dramatically affect the conversation itself.

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Using Character Chatbots in English Class

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The tool Character.AI can give students insights into the books they read, as well as the limits of generative artificial intelligence.

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Teaching Students to Use AI Responsibly | Edutopia

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Teaching Students to Use AI Responsibly | Edutopia

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Rather than forbid students to use artificial intelligence, an English teacher shows them how they can use it in ways that support their learning.

I work at a very tech-savvy high school. When artificial intelligence (AI) splashed into the field of education, I fervently told my students that using any AI website would be considered plagiarism, and they needed to stay away from it. I felt my statements were validated when the university I worked with announced that there would be serious academic consequences if students used AI. Despite this, I eventually came to the conclusion that artificial intelligence is here to stay, and there was no way I could keep my students off of it. I soon decided that I needed to change my way of thinking and view artificial intelligence as another tool in my teacher toolbox.

In March 2023, I decided to pause teaching my students my regular curriculum. I wanted to teach my students how to use AI responsibly. I also wanted to experiment with several websites and see what my students and I could learn. Because I took that time, I now know how to effectively teach my students how to use these tools and how they can avoid the pitfalls of plagiarism.

Because AI is constantly changing, it's important to note that it's impossible for teachers to stay caught up with the newest websites and trends. Though I teach high school English, I believe that these assignments listed below can be easily adapted for any subject in a secondary school.

While these assignments are now considered an essential part of my teaching curriculum, I expect them to change as the technology becomes more sophisticated. Overall, this is a good place for any teacher to start developing good practices in regard to artificial intelligence.

7 AI Questions That Students Should Be Able to Answer

1. How do I find out if sources generated by AI are legitimate? Students were given a prompt that asked the AI platform to generate several sources cited in MLA format. They had to then find the sources on their own to see if they were valid.

2. What is paraphrasing, and when does it cross the line? Students were taught what paraphrasing was and were given several passages to practice with. They then took the reading passage and asked ChatGPT to paraphrase it.

3. What is good and bad feedback? Students put in old essays and asked for feedback. We talked about how to tell good advice from bad.

4. How do I check for bias in AI-generated material? Students learned about bias in writing, and I gave them examples of AI-generated work. They had to find words or phrases that were considered biased.

5. What are the pros and cons of artificial intelligence? Students read several articles about the pros and cons of AI. Because the literature surrounding AI is so vast, we had a Socratic seminar in class where we talked about the ethics of AI.

6. When is it cheating? At the end of the week, I told my students to write a new plagiarism policy for the school. Though it was a theoretical assignment, my students carefully articulated what we learned and how it could be applied to the school as a whole.

7. What are AI detectors, and how do they work? I explained the tools I have at my disposal to catch AI-related plagiarism. I showed them how Turnitin works and walked them through the AI feature. I also showed them how GPTZero works.

Things I Learned

Teachers should focus on one to two AI websites. At this point, there are countless websites that are geared toward attracting the attention of students and teachers. I focused solely on ChatGPT because they have a free version. But you should know that the free version is less sophisticated than the paid one.

Popular AI websites like ChatGPT are likely blocked at your school site. That is why I had to prepare beforehand and present the students with the AI-generated examples. A majority of my students also had cell phones that I allowed them to use as well.

I would only teach these assignments with upper-class students. Because we talk about the ethics of academic integrity, students need to demonstrate a level of maturity in order to be successful in this.

Because I didn't want my students to see these assignments as a free pass to use AI all the time, I constantly reminded them that the things they saw on AI websites would be useless if they did not have preexisting knowledge about the subject already in their heads. I pointed out that they wouldn't know what bad writing looked like if they didn't have knowledge of good writing in the first place.

Assessing How Things Went

Based on the results I saw after this unit, I would classify it as a success. Now my students ask me questions before they use an AI website. Because I was open about AI and its benefits, my students now feel free to approach me with their questions and concerns about the technology. Additionally, AI-related plagiarism cases have decreased in my classroom. When it does happen, students cannot claim that they didn't know.

Adding these lessons has also changed how I view AI. Today, I see it as a valuable tool for me to use as a teacher. I incorporate it into my lesson planning and constantly share what I learn with my students.

Moving forward, it's essential for administrators and teachers to engage in productive conversations about artificial intelligence and the role it now plays in education. To be effective educational institutions, we must adapt to the world of technology and learn how we can use it to positively impact our students. As the technology develops for students, it is also essential that it develop for the teachers as well. Teachers must be armed with effective AI detectors to discourage plagiarism and general student misuse.

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Teaching Students How to Use AI Responsibly

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Rather than forbid students to use artificial intelligence, an English teacher shows them how they can use it in ways that support their learning.

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Using ChatGPT to Support Student-Led Inquiry | Edutopia

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Using ChatGPT to Support Student-Led Inquiry | Edutopia

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Positioning AI as a mentor or simulator of real-world scenarios can promote student inquiry and aid project-based learning.

Picture students passionately debating about an original inquiry but hitting a roadblock. Disagreements arise, and learners crave solutions.

Next, imagine that students turn to ChatGPT to overcome these obstacles in their thinking. How can ChatGPT be used as such a tool? I'd like to share three ways to harness ChatGPT to bolster student-led inquiry.

1. SIMULATing SCENARIOS

Showing students that ChatGPT can simulate real-world scenarios offers them another way to problem-solve. Students can use strategies and ideas presented by ChatGPT's simulation and apply them to their learning context.

For example, this prompt for ChatGPT is crafted in a way that presents a student project (such as making a newspaper, book, or other product). I share the educational framework I'm using with my students and write, in detail, about what decisions the students get to make within the project or inquiry. I position students as practitioners (e.g., scientists, editors, writers, historians), and I give details about the problem they are facing. I also share important role details, such as how another student may be in a position of authority (the lead historian for the project or the manager of the science lab, for example).

I then share that we want to know what real-life professionals would do when there is disagreement. "Could you please simulate a scenario where two such professionals disagree, and make your response as realistic as possible?" I ask ChatGPT, sharing that students would like to use some of the strategies in the simulation to problem-solve in their project.

The framing of this simulation prompt is applicable across subjects; for example, I similarly managed to prompt ChatGPT to simulate a disagreement about chemical application for a science project.

2. EMPOWERing CRITICAL THINKING

I like to involve students in this process of thinking about how best to gather information and strategies to address problems within their learning context. Scaffolding the process positions students to independently harness ChatGPT to problem-solve. I like to use the " I do, we do, you do " teaching strategy.

For example, I brainstorm one or two problems that may arise from an inquiry in front of the class (I do). Then, students brainstorm possible problems that may arise from a project or inquiry (we do). I add onto their ideas, and we might end up with something like this: Student A strongly disagrees that student B should use certain chemicals in a science experiment.

I show students the prompt and break down its specifics or even distribute the prompt in printed form for group analysis. And then I demonstrate how to use ChatGPT to simulate a scenario. As a class, we select one of the problems that students brainstormed and use ChatGPT to simulate a scenario. After we practice prompting, they try to generate their own simulations and scenarios using new prompts. Eventually, students share their solutions on a Padlet or shared Word document.

ChatGPT may generate inaccuracies, which become learning opportunities for both the students and the teacher. Have a section on Padlet or a shared Word document for students to share possible errors that may need further examination. Here are some questions that educators can use to guide this type of examination: How do we know that ChatGPT gave us a faulty response? Why did these issues surface? Can they be rectified?

When students read ChatGPT's responses and discern inaccuracies, they further strengthen their critical reading skills and learn that ChatGPT is a tool, not a replacement for humans.

3. PROGRAMming AN EXPERT

Visits from experts sustain inquiry in project-based learning (PBL). Experts provide students with firsthand insights on a topic of study. When prompted, ChatGPT can give students an expert experience as well.

For example, students can prompt ChatGPT to become a mentor. Students can then type their questions into ChatGPT and read answers from the simulated mentor. Here is a prompt that I used successfully.

To frame this type of prompt, I ask ChatGPT to become a historian, literature professor, biologist, author, chemist, or other mentor. I tell ChatGPT that students will ask it questions and that it should be as unbiased as possible, making sure to answer factually. I then say that students will be focusing on a given topic-for example, World War II, Jonathan Swift's A Modest Proposal, or Newton's gravity law.

I tell it that its task is to be an expert about the topic so that students can better understand the objective or goal of the lesson.

SupportING STUDENTS' AI EXPLORATION

When used strategically to provide solutions, mend disagreements, and enhance students' critical thinking skills as they work through different simulations, ChatGPT can become a tool in the classroom.

By practicing the strategies above, students become empowered to make decisions during student-led inquiries that are aided by AI. And in doing so, they learn how to position ChatGPT as a mentor that is supportive of their ideas and questions.

AI is an innovation that will continue to evolve in education. By empowering students with these strategies, we can help them learn more about AI's vastness and capabilities. AI is more than a fact generator. Students can use skills gained from this article (and their other AI pieces as well) to experiment and explore possibilities within this ever-evolving AI landscape.

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Using ChatGPT to Support Student-Led Inquiry

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Positioning AI as a mentor or simulator of real-world scenarios can promote student inquiry and aid project-based learning.

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30 AI tools for the classroom - Ditch That Textbook

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30 AI tools for the classroom - Ditch That Textbook

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Artificial intelligence is growing by leaps and bounds. It's no longer science fiction anymore!

Lots of AI tools can serve as our own personal assistants -- answering questions, helping us write text, create images, speak more effectively, and more.

Time has always been a barrier in the classroom. Most teachers would agree that they would be able to do more -- including the things that are most important -- if they had more time.

Teachers can find AI tools that are ready to help them out right now. Lots of them are free or have "freemium" plans with limited free options.

Below is a description of AI and how you can start using it to support your work in class.

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.

30 AI tools for the classroom

We have gathered 30 of our favorite AI tools for the classroom below. You can scroll down and check them all out or jump to any category of tools by clicking on the icon below.
Note: Pricing is accurate as of our most recent update in November 2023.

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Artificial intelligence is growing by leaps and bounds. It's no longer science fiction anymore! Lots of AI tools can serve as our own personal

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Use existing curriculum, or generate standards-aligned content with real, cited sources.

Choose a grade level and language, and watch Diffit create complete, differentiated resources. ✅

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Use existing curriculum, or generate standards-aligned content with real, cited sources. Choose a grade level and language, and watch Diffit create complete, differentiated resources. ✅

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Using AI to Support Multilingual Students | Edutopia

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Using AI to Support Multilingual Students | Edutopia

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Artificial intelligence tools can help multilingual students better understand complex texts in English.

Fly View Productions/ iStock

When I first learned about incorporating artificial intelligence (AI) in instruction, I felt like I was standing at the entrance to a forest. I didn't know where to go, and not entering it felt like a comforting option. Fortunately, I had colleagues who were exuberant fans of AI, and they guided me on this journey of integrating AI into my instruction.

Though I am still just at the edge of the forest, I am already seeing how useful AI is as a tool, especially for establishing comprehensible input for multilingual learners. I am using AI to support these students in learning new content, producing mentor texts, and producing accessible texts.

Learning New Content

When students have to learn new content, the content can be rather dense and incomprehensible. I need to show them the key details of that topic, and AI is an excellent tool that meets this goal.

For example, when my students needed to know about the difference between a dictatorship and a democracy, we used Perplexity to produce a simple definition of each form of government. We went further by prompting Perplexity to provide a list of advantages and disadvantages of each form of government.

This Perplexity-generated text was produced from a synthesis of various articles and videos online. Instead of processing all of them, we used Perplexity to provide a brief introductory text so that students would have a basic understanding of these government types.

While a Google search will produce the most viewed links, Perplexity efficiently synthesizes the most viewed resources on the topic. This significantly reduces the time it takes to process all the various resources. Instead, students simply read a few paragraphs on the topic.

Many of my multilingual learners, who are highly fluent in another language, translate the AI-generated text. This helps them learn the content even more efficiently by using their more proficient language.

Producing Mentor Texts

A mentor text brings clarity in the kind of writing students are supposed to produce. Analyzing a mentor text helps teachers identify the content and the academic language required to communicate the content. Previously, I would spend hours crafting an appropriate mentor text. Fortunately with AI, that time is reduced to mere seconds.

I often use MagicSchool to generate a mentor text. I simply identify the content and the type of text (e.g., poem, news article, short story, review, op-ed, biography). In seconds, MagicSchool produces a satisfactory mentor text aligned with the criteria I identified.

I often make minor modifications to the AI-generated text, such as adding contextual details, taking out unnecessary details, and adding synonyms in parentheses behind possibly unfamiliar vocabulary words. After analyzing the text, I have clearly identified the words, sentence structure, and organization of the writing I have to teach. These become my guideposts for developing my lessons.

Producing Accessible Texts

Multilingual learners are frequently expected to learn content through reading articles. However, these articles are often significantly above their reading levels. Fortunately, AI platforms such as Poe can come to their aid.

For example, my eighth graders were expected to read a magazine article about the Willow project that was written at the 11th-grade level. I simply took the URL link for the article and gave it to Poe. I set the reading level to grade 5, and in a few seconds, Poe produced a much more accessible article about the project.

The only downside to Poe is that the length is significantly reduced to a few paragraphs because many of the less essential details are left out intentionally in the AI-generated text.

A Word of Caution

As in all things tech, there are pros and cons. We are just realizing how social media companies are using their platforms to market to the users. We are unaware of any hidden nefarious agenda of the people who are creating AI platforms for teachers and students. Therefore, as we enter this space, move with caution and refrain from jumping at every AI offering. Watch, observe, take note, and move in tiny steps.

After intentionally teaching students how to use various AI learning tools, I noticed that students have gravitated to them more than to Google searches. To see students adopt a new tool so quickly suggests that they feel successful using these tools to support and enrich their learning.

If AI continues to highlight what multilingual learners can do, and it fosters greater academic achievement, then it has rightfully earned a place in my instruction. I hope AI can find a place in your instruction as well.

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Using AI to Support Multilingual Students

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Using AI to support multilingual students in middle and high school helps them better understand complex texts in English.

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Designing a GPT Tutor for High School Students | Edutopia

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Designing a GPT Tutor for High School Students | Edutopia

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This framework helps teachers construct scaffolded GPT prompts to build their own AI classroom assistants.

Chemical nomenclature is the topic that has proven most challenging to students throughout my career teaching introductory chemistry. Students need prior mastery of skills such as element and ion naming and bond categorization. On top of that, students must approach the process algorithmically, first categorizing elements in a formula to determine the bonding category, then using naming rules unique to that category. I provide flowcharts, interactive activities, worksheets galore, numerous formative assessment opportunities, and oodles of extra help. While some students master nomenclature quickly, others need significantly more time and engagement opportunities to reach proficiency.

Over the years, students have expressed their wish for a tool that could help identify when they've erred and why. Enter "ChemBot," my custom GPT that is part chemical nomenclature tutor and part nomenclature practice problem maker. Unlike general large language models (ChatGPT, Bard, Claude, etc.), OpenAI's GPTs can be trained specifically on yourcourse content and learning goals, as well as on your students' learning progression, misconceptions, and preferences. With this knowledge, they can become highly effective tutors. In this article, we'll delve into how you can design your own custom AI classroom assistant, drawing from my experience creating ChemBot.

The Basics of Making a GPT Tutor

The process for making a customized AI classroom assistant starts with logging into ChatGPT Plus: The $20/month subscription includes access to plug-ins, GPT Builder, and publicly shared GPTs. After logging in, choose "Explore," followed by "Create a GPT." The design interface has two modes. "Create" involves making a custom chatbot by answering a series of questions posed by ChatGPT, whereas the other mode, "Configure," allows you to use a prompt of your own design. I chose Configure because I knew exactly what I wanted to target for an effective nomenclature tutor.

Using a PROMPT to scaffold prompts

I wrote a scaffolded prompt-the key step in the whole process-to serve as instructions for GPT Builder to create ChemBot. This visual guide represents each step.

Here is how I used the steps of PROMPT in designing the GPT tutor that I named ChemBot:

For ChemBot, I specified: "You will act as both a tutor and a practice problem generator for introductory chemistry students."

I told ChemBot, "Your interaction style should mirror effective tutoring dynamics, such as providing Socratic questioning over direct aid, all while targeting the content and proficiency level I will specify through uploaded documents. You are a positive, encouraging expert on chemical nomenclature, eagerly providing examples to help students build proficiency and confidence."

For ChemBot, I uploaded select documents such as my nomenclature flowchart, ion charts, and answer keys to several worksheets. I also instructed ChemBot, "Limit your knowledge to this base; cross-reference for accuracy exclusively with reputed chemistry education websites and chemistry textbooks via your internet search capabilities when possible."

I provided ChemBot with examples of incorrect student answers with the style of explanation I would give. I also identified several common student misconceptions, giving ChemBot guidelines for addressing such instances.

I instructed ChemBot to give only one or two problems at a time, as initial versions provided too many problems at once. I also told it, "Start out diagnostically, searching for the specific area(s) where a student might be struggling; then provide targeted questions in an adaptive fashion before moving on." I also described what mastery would look like: "Mastery is a student working through mixed nomenclature practice problems with minimal hints, explanations, and incorrect answers."

The split-screen interface of GPT Builder allowed me to test out ChemBot while in the design phase, enabling me to adjust aspects until I got the desired outcome.

ChemBot checks a number of boxes in terms of fostering a personalized and differentiated approach and being a solid stand-in "nomenclature expert" when I'm not available for my students. This outcome, along with the relative ease of designing ChemBot, has me excited to create more bespoke classroom assistants, helping make those limited, valuable teaching and learning minutes count even more.

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Meet 'ChemBot': How to Design a Personalized GPT Tutor

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Using a framework called PROMPT to design a GPT tutor allows teachers to build their own AI classroom assistants.

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Free Google Slides themes and Powerpoint templates | Slidesgo

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Discover the best Google Slides themes and PowerPoint templates you can use in your presentations - 100% Free for any use.

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Quizizz | Online Quizzes, Lessons, Activities and Homework

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Quizizz | Online Quizzes, Lessons, Activities and Homework

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Here's a great teacher demonstration video to help you understand the power of this tool.

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New name. Same commitment to helping every student find a way.

Get any resource and adapt it to your needs

Create aha moments for each student

Accommodate students without singling them out

AI Where It Counts

Amplify shared human experiences, not digital isolation

Respect teacher agency, while also saving time

Prioritize privacy and impact

No more password juggling or missing assignments

Wayground connects seamlessly to your school's existing ecosystems.

Get verified student data protection

We're committed to responsible technology that puts educator and student privacy first. With enterprise-grade security, comprehensive data protection, and signed agreements that ensure your information remains yours.

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Quizizz is now Wayground | Teacher AI and Resources

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Find standards-aligned resources that engage every student. Wayground (formerly Quizizz) helps teachers differentiate instruction with AI and track student progress.

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We’re releasing a guide for teachers using ChatGPT in their classroom—including suggested prompts, an explanation of how ChatGPT works and its limitations, the efficacy of AI detectors, and bias.

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Generate lessons with AI

Plan and deliver interactive lessons on any topic - with help from AI

I am teacher of 15 years who, until recently, has delved no more deeply into tech in the classroom, and here I am encouraging colleagues to come on in and see Curipod in action and leading CPD sessions. To top it off, I'm spending my evenings playing on my iPad to see how many new lessons I can create, and what new features have been added that week. The time saved, and the improvement in my lesson materials, is tangible.
- Read the full case study with Aileen Wallace

Curious?

Join our online workshop to find out how Curipod can work for you and your students!

Book your spot

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Join the growing movement of teachers using Curipod to make interactive lessons filled with creativity, reflection and critical thinking

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AudioPen | Go from fuzzy thought to clear text. Fast.

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AudioPen converts unstructured voice notes into text that’s easy to read and ready to share. If you like thinking out loud, you’ll love AudioPen. It’s like having a personal assistant who records and summarizes your thoughts.

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Tutor Lily, your AI-Powered Language Partner (World Language)

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Tutor Lily, your AI-Powered Language Partner (World Language)

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Tutor Lily, your AI-Powered Language Partner

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Become fluent in another language by practicing real-life conversations with a friendly AI companion.

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Time-Saving AI Tools for Teachers | Edutopia

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Time-Saving AI Tools for Teachers | Edutopia

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New edtech tools are making it easier for teachers to complete tasks like generating lessons and providing differentiated texts, freeing up time for them to work with students.

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George Lucas Educational Foundation

See how educators are using ChatGPT and other generative artificial intelligence tools to streamline curriculum planning and assessment, and how they are guiding students to use these powerful AI tools with caution.

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See how educators use ChatGPT and generative AI tools in curriculum planning and assessment, and guide students to use these powerful tools with caution.

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AI in Colorado Education: Collaborating for Action

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AI in Colorado Education: Collaborating for Action

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AI in Colorado Education: Collaborating for Action Webinar 9/27/23

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

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

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This slide deck is an overview of some of the ways teachers can use Magic School.

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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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AI Educator Tools: The Future of Learning

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AI Educator Tools: The Future of Learning

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Hello History - Chat with AI Generated Historical Figures

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Hello History - Chat with AI Generated Historical Figures

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Hello History - Chat with AI Generated Historical Figures

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With the help of modern AI & machine learning, we’ve brought historical figures back to life. Now is your chance to ask the questions you’ve always wanted to ask.

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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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Human Meets AI: Helping Educators Navigate Their Emotions About Technological Change | EdSurge News

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Human Meets AI: Helping Educators Navigate Their Emotions About Technological Change | EdSurge News

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Human Meets AI: Helping Educators Navigate Their Emotions About Technological Change - EdSurge News

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With shifting societal norms, advances in technology and evolving pedagogical practices at play, it’s no surprise that change is the only constant in…

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How Schools Are Coaching — or Coaxing — Teachers to Use ChatGPT | EdSurge News

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How Schools Are Coaching — or Coaxing — Teachers to Use ChatGPT | EdSurge News

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How Schools Are Coaching — or Coaxing — Teachers to Use ChatGPT - EdSurge News

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“If educators can reclaim their time by using generative AI to do the mundane tasks, they can get back to doing some of the fun stuff that made them…

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We Can’t Keep ChatGPT Out of the Classroom, so Let’s Address the ‘Why’ Behind Our Fears | EdSurge News

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We Can’t Keep ChatGPT Out of the Classroom, so Let’s Address the ‘Why’ Behind Our Fears | EdSurge News

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Recently, I was in a meeting with department chairs and administrators at my high school. We were discussing the agenda when the topic of ChatGPT elicited a collective groan. It had only been a few weeks into the semester, and we had already sent dozens of students' names to administrators to report this new version of plagiarism. After discussing revisions to our existing policies, a colleague added, "We have to go back to old-school methods. It's time for handwritten essays in class without devices. That's the only way to get around this."

I've heard the same sentiment echoed in other professional circles I follow, and I wince at the prospect every time. In these same conversations, I hear teachers eager to revert back to timed writing by hand, the five-paragraph essay, and other formulaic approaches to writing. While I understand their concern about the threat of ChatGPT, is this really how we create possibilities for our students to grow as writers? How can students thrive if we place even more restrictions on their already-clipped wings?

The Source of Teachers' Concerns

Years ago, I learned about artificial intelligence (AI) assistance in student writing in an online forum for English teachers. We used to wring our hands about its ability to paraphrase work for students. When ChatGPT was released last November, the group's concern quickly shifted to panic. Teachers tested prompt after prompt, and while the essays ChatGPT spit out weren't exemplary, it was human enough for students to pass the work off as their own.

Like most hand-wringing, though, I suspect that teachers are not actually worried about students cheating or their jobs becoming obsolete; after all, cheating is nothing new. As we returned from winter break, knowing our students were armed with this information, we were more concerned about what might happen when our students no longer interacted with the skills developed in our courses.

My favorite moments are always when a student arrives to class breathless telling me they've scrapped an entire essay. "I was in the middle of research and realized I was completely wrong. Can I start over?" Or when they ask, "So if I'm writing to this senator, I have to actually find out what she thinks first, right?" Formulaic writing, especially tasks completed within the span of a class period, robs students of the opportunities to consider their audience and think strategically about their argument and voice. Like many teachers who grappled with ChatGPT, my initial concerns were that these moments would become another casualty of AI.

Pulling Back the Curtain

As publication after publication announced the end of my career and the discipline I love so dearly, I knew ChatGPT wasn't just another round in the long game of whack-a-mole we play when it comes to preventing students from cheating. The more I played with the interface and read about ChatGPT's less famous - but potentially more effective - cousins, the more I realized that my efforts to curb cheating would soon become futile.

So, I did what I usually do when I need to find hope for the future: I turned to my students. I prepared a few Socratic Seminars about their impressions of AI and its potential implications for the future of writing and education. Then, I pulled back the curtain, and we played with ChatGPT as a class for the first time.

I asked students to enter the same essay prompt they'd written back in October into ChatGPT, then compare their work to ChatGPT's instant essay. They scored ChatGPT's work using the same College Board rubric their essays were evaluated against. Once they were done scoring, the students determined that the computer was no match, confirming that it lacked the specificity, musicality and soul that their writing exhibits. Over the past year, we've been unlearning some of the restrictive practices of formulaic writing that students have been taught since elementary school. As it turns out, ChatGPT studied these same formulaic patterns, and the students picked up on them instantly.

"Look," a student pointed out in one seminar. "It has nice transitions and everything, but it's not saying anything." Though I'm sure my students will still be tempted by the siren's call of AI assistance to circumvent other assignments, I'm proud they have developed a discerning taste for writing that says something.

In a way, systems that favor formulaic writing have created this monster. ChatGPT learned from uninspired and methodical prose, and now students finally have a tool to fight back against the low bar set for them in the five-paragraph essay. This format has trained our students to write in standardized formats, and we shouldn't be surprised that a robot has suddenly turned into one of our most consistent students.

What Matters More to Students

Since our first seminars about AI, we've returned to ChatGPT, whom I affectionately referred to as our "new student" in the classroom. Recently, we were reading a speech by Nikki Giovanni, and I wanted to practice a new way of approaching conclusion paragraphs. We asked it to write us a rhetorical analysis essay to work from so we could focus on our conclusions. They all balked at what it churned out. "That's not even what she's doing in her speech! It's totally simplifying it!"

As we moved through these seminars, my students helped me realize I was focusing on the wrong tensions in the debate around ChatGPT. Instead, I was reminded how my students face pressure from multiple sources to chase the perfect resume, oftentimes to the detriment of their mental and physical health. It is not our careers and subjects on the line but rather our students' relationship to writing and the lack of compelling and purposeful reasons we're giving them to write in the first place. For students who have the weight of the world on their shoulders, why would they spend their limited time writing about which character is the tragic hero in a book they only pretended to read for class discussions? Why should students be excited to write when a specified number of sentences and paragraphs limits their voices?

This is not a call to abandon classic literature or rigorous expectations for writing. However, if students were able to explore the questions that matter to them in a format that best serves the writing goals they were empowered to establish, maybe they would be less tempted to outsource their writing to peers, essay mills and ChatGPT.

Focusing on Worthy Priorities

In my composition course, I often remind students that the test they prepare for at the end of the year is only the beginning of their writing journey. One day, they'll be writing a speech for their best friend's wedding, a eulogy for a loved one, a cover letter for a dream job or an introductory text on a dating app. Students deserve the opportunity to develop a sense of who they are as writers - how they generate ideas, which conditions are optimal for their ideas to flow and when it's time to hit the delete button. If ChatGPT takes this opportunity from them, how will they ever have a chance to cultivate this skill and transfer it when it really matters?

As teachers grapple with the reality of ChatGPT becoming a permanent fixture in our students' lives, it can be easy to lose sight of the larger goals that quality writing instruction aims to accomplish. However scared we may be, returning to old-school methods won't solve the problem. Our students have valuable perspectives the world needs to hear. They deserve the opportunity to sharpen their voice and share their ideas with a broader audience, and they cannot do this if we place more limitations on their writing process.

ChatGPT offers us an opportunity to address our fears, release our fixation on preventing cheating and focus our attention on more worthy priorities: providing students with compelling reasons to write, inviting them to wrestle with important questions and crafting a piece of writing that cannot be mistaken for a robot's work.

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We Can't Keep ChatGPT Out of the Classroom, so Let's Address the 'Why' Behind Our Fears - EdSurge News

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Recently, I was in a meeting with department chairs and administrators at my high school. We were discussing the agenda when the topic of ChatGPT elicited a collective groan. It had only been a few weeks into the semester, and we had already sent dozens of students' names to administrators to report this new version of plagiarism.

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What Will ChatGPT Mean for Teaching? | EdSurge News

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What Will ChatGPT Mean for Teaching? | EdSurge News

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By now you've probably heard of ChatGPT. It's a free AI chatbot that can spit out long-form answers to just about any question, in a way that sounds eerily human.

Unlike a Google search, the new tool can deliver full paragraphs of information, and it does so in a way that seems like the AI is having a conversation with you.

This chatbot was released in late November, but it's already sparking an existential crisis for educators at all levels. Because as students are already starting to figure out, they can use it to do their schoolwork for them, in a way that is hard to detect.

A headline in the Atlantic magazine put it bluntly: "Will ChatGPT Kill the Student Essay?"

On this week's podcast, we're looking at the potential impact of this new AI tool by talking to a couple of educators who have used the chatbot and already had some surprising interactions.

If you haven't fully understood why this might be a big deal, this episode might bring it to life a bit.

Listen to the episode on Apple Podcasts, Overcast, Spotify, Stitcher or wherever you get your podcasts, or use the player on this page.

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What Will ChatGPT Mean for Teaching? - EdSurge News

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By now you've probably heard of ChatGPT. It's a free AI chatbot that can spit out long-form answers to just about any question, in a way that sounds ...

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Planning for Productive Failure When Using Edtech | Edutopia

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Planning for Productive Failure When Using Edtech | Edutopia

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Common edtech tools guide students toward right answers instead of letting them grapple with wrong ones, but teachers can plan intentionally for this valuable learning experience.

During my time as a teacher, I constantly encountered students impatiently looking for answers, and if the answers didn't come fast enough, frustration took over. This craving for immediate answers has been eased by the implementation of educational technology and artificial intelligence (AI) in educational settings. The boom of edtech and AI has been intensifying in the last years, and its use was significantly accelerated by Covid-19.

But how do we guarantee that students are truly understanding, internalizing, retaining, and transferring knowledge? How do we support students' use of edtech and AI? One way is through the use of productive failure (PF).

Productive Failure

PF is a learning design developed by Manu Kapur, a renowned learning scientist. It arose from a need to balance direct instruction and discovery learning, both long-lasting dominating teaching methods.

Kapur conducted research to prove the impact of PF in students' learning outcomes. To summarize the findings, both PF and direct instruction were equally effective for developing basic knowledge. But when analyzing students' conceptual understanding and transfer skills, PF significantly outperformed direct instruction. In his September 2019 TEDx Lugano Talk, Kapur said, "To put it practically, if you were learning via productive failure, it would seem as though you were performing one to two academic years ahead of direct instruction."

Providing Support for PF

Students' prior and background knowledge are activated in relation with the new or targeted content.

Students become aware of the most important aspects of the new content (ease the learning process by decreasing cognitive load).

Students generate and explore different representations and solutions leading to explanation and elaboration.

Teachers then assemble the content purposefully and correctly by rectifying and building on the possible solutions generated by students.

When designing for PF, educators must do so in a safe, curated, and supportive environment. As Kapur further stated in his TED Talk, "Making learning easy does not necessarily ease learning." PF encompasses four core mechanisms:

To learn more about PF, I highly recommend you read Kapur's Edutopia interview: " If You're Not Failing, You're Not Learning." As I learned more about PF, I had three main questions: How can we establish what PF looks like if failure and success look different for every student? How do we implement PF in an era of personalized learning? How does PF relate to edtech and AI?

If used well, edtech and AI tools can be a great support for educators. One of the greatest benefits of AI is how personalized it can be. Students have the opportunity to advance at their own pace and review content they find challenging.

In a way, these tools allow students to experience failure on an individual level. Nonetheless, many of these tools quickly prompt students toward the right answer instead of letting them engage productively with the wrong ones. One of the biggest questions is How do we find common ground when each student is on a different level?

Edtech and AI are also outstanding tools for developing and strengthening hard skills, such as how to solve mathematical problems or write a well-structured essay. Incorporating PF lessons periodically would help strengthen soft skills, such as better communication between students and educators, coping strategies when faced with frustration, leadership skills, and a better sense of community, among others.

As recent research has shown, soft skills are paramount in today's context. In fact, research shows that they're six times more important than hard skills! If students start developing these skills at a young age, it'll be easier for them to keep strengthening those skills during their adolescence and adulthood.

As new edtech, AI, frameworks, and research findings continue to emerge, it's important to find ways to bridge the gap between them and learn to use them intertwiningly to create a richer educational experience for students. Merely adopting edtech in educational settings is not enough.

As educators, it's our responsibility to ensure that we're using these tools mindfully and in a purposeful manner. One way to enrich students' use of edtech is to incorporate PF lessons throughout the school year.

5 Things to Consider When Incorporating PF Lessons

1. Start right away. Before introducing an edtech or AI tool to your class, plan a PF lesson instead of having students use edtech or AI right away.

2. Assess students' performance throughout the year and plan PF lessons that students can engage in collectively. These should be planned periodically after formative or summative assessments. For example, if you're using IXL during the semester, make sure to incorporate PF every three to four weeks.

3. Teach students to cope with frustration and uncertainty. This is one of the most important skills that students develop when engaging in PF lessons. These are big feelings for a lot of students, and that's where social and emotional learning (SEL) comes in.

4. With edtech tools, students advance at different paces. Additionally, you might have neurodiverse learners in your educational setting. Planning a lesson that takes all these differences into account is crucial-and hard. One way in which you can address this is by planning your PF lesson using Universal Design for Learning.

5. Parents and caregivers are your most important allies. It's important to explain to them what PF is and why it's important. Many parents put a lot of emphasis on grades, and many perceive frustration and "not doing well" automatically as something bad.

If parents understand what's happening inside the classroom, they'll support PF at home- even if at first they might perceive it as a setback. And remember, not all your lessons will be PF lessons. That's why planning for them strategically is key.

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How to Cultivate Productive Failure When Using Edtech and AI Tools

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Common edtech tools guide students toward right answers instead of letting them grapple with wrong ones, but teachers can plan intentionally for this valuable learning experience.

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How Generative AI Can Support Research-Based Math Instruction

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Teachers can use artificial intelligence tools like ChatGPT to generate rich math tasks and differentiate instruction.

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Using AI Tools for Differentiated Instruction | Edutopia

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Using AI Tools for Differentiated Instruction | Edutopia

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Differentiated Instruction

Teachers can use AI tools to help generate ideas and learning materials to address their students' diverse needs.

Artificial intelligence (AI) is quickly shaking up the world of education. With the popularity of mainstream tools like ChatGPT, beta tools like Google's Bard, and other educational resources developing their own versions of this software, AI is at the front of many educators' minds.

Despite the commonly discussed barriers to AI, there are some advantages. For example, it can be used to support teachers as they design instruction and assessments to meet the needs of all the learners in their classrooms. Typically, implementing strategies like differentiation or personalized learning can be a lot of upfront work for the teacher. With AI, teachers can easily seek ideas and inspiration for new ways to reach their students.

AI-generated responses can act as a starting point for teachers, but it's important to build on these ideas to make them your own. With the following five strategies, teachers can leverage AI to inspire new ideas to support the diverse learning needs of their students.

1. Creating Differentiated Materials

Differentiation adjusts the information the student needs to learn, the instructional process, or the culminating project or activity to match student interest and readiness. A common obstacle with differentiation for teachers is trying to create various resources, whether it's a choice board or tiered activity.

AI can be used as a source of inspiration for teachers. A prompt could be inserted: "What are three different approaches to teaching the central idea of a text?" In this example, ChatGPT suggested a few broad approaches to instruction, including graphic organizers, visual representations, guided reading, and close reading, as well as a description of those strategies. These suggestions are research-supported starting points for an educator. Now, with these recommendations, they can start fully generating lessons and activities for students.

It's important to remember that sometimes, tools like ChatGPT might pull from existing teacher lessons online. Consider using a more general prompt, like the previous example, to get broader pedagogical suggestions as opposed to an existing lesson plan or activity online.

2. Creating Multiple Means of Representation

Within the Universal Design for Learning framework, multiple means of representation require content to be presented in various ways for students. In a classroom, this strategy might look like an opportunity for students to explore different mediums on the same topic and enhance their understanding. For example, you might provide a video, infographic, or notes on a singular topic.

For teachers, curating various resources on the content they want to teach could be challenging and time-consuming. However, this process can be streamlined using AI. A teacher could enter the following prompt into AI software: "Can you give me multiple resources to introduce chemical reactions? The resources include videos, websites, simulations, games, or infographics."

This type of prompt will generate a list of resources, websites, and links related to the requested topic. As with any other link, these resources need to be vetted by the teacher before providing them to students. However, AI can help make the search process for finding suitable and appropriate resources quicker than a traditional search engine query.

3. Brainstorming Alternative and Authentic Assessments

Alternative and authentic assessments can support different learning needs by avoiding traditional test strategies and encouraging students to apply the content they learned directly. Instead of a standardized quiz, students may engage in projects connecting the topic to real-life situations and ideas.

When planning alternative assessments, AI can help teachers make connections between a skill or topic and real-life applications. These suggestions can be used to inspire ideas for alternative assessments for students. For example, a teacher could use the prompt, "What are real-life applications of ratios?" This prompt offers suggestions between the math concept and baking, maps, sports statistics and performance, photography, scale models, and financial planning.

The suggestions list can be turned into a list that the teacher uses to think about project-based, more authentic assessments. When drawing on this list as inspiration, new projects can be created for the course. These activities can support students by increasing their understanding of the skill and giving them increased flexibility in demonstrating their understanding.

4. Breaking Down Complex and Abstract Skills

A challenging strategy for a teacher is to break down abstract skills for students. Offering a concrete approach can help students understand a concept in a new way. However, it's sometimes difficult to determine just how to break up a standard. One example prompt would be, "How can you break down the concept of 'theme' to sixth-grade students? How can this idea be broken into manageable chunks?"

This prompt offers general recommendations for pedagogical approaches that break down the skill, including distinguishing between theme and plot, identifying key messages, and analyzing character motivations. While this query doesn't yield full lesson plans or already created activities, it does serve as a springboard for teachers to break down the skill for students who may be struggling.

5. Providing Different Approaches to Teaching Concepts

One strategy that works for supporting students in understanding a new skill is making a connection to their personal experiences and interests, such as their background or hobbies. Sometimes, this task can be challenging if the teacher has no experience with a student's area of interest, so it's important to talk with students and get to know them on a deeper level in order to meet their particular needs.

AI could form a bridge between a skill and the student's interests. For example, a teacher could use the prompt, "How would you teach a middle school student who loves football about connotation and denotation?" With this prompt, AI could generate a list of strategies for helping students make a connection between this language arts vocabulary skill and sports. These suggestions can be helpful for a teacher who may notice a student struggling with grasping a concept. By using the AI-generated recommendations, they may be able to help the student make a connection to understand the material through their interests better.

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5 Ways to Use AI Tools to Meet Students' Needs

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Teachers can use AI tools to help generate ideas and learning materials for differentiated instruction to meet student needs.

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Using ChatGPT in Middle and High School Writing Lessons | Edutopia

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Using ChatGPT in Middle and High School Writing Lessons | Edutopia

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Teachers can use tools like ChatGPT as one strategy in their efforts to teach students how to think critically and write effectively.

As a learning specialist who, along with supporting the students in my charge, works side by side with colleagues in all content areas, I want to encourage faculty as they consider the impacts of tools such as ChatGPT. For English and social studies teachers, for example, this just might be their "calculator moment": As math teachers had to adapt their teaching when calculators became ubiquitous, so, too, must teachers of courses that are rich with reading and writing, now that AI tools are at students' fingertips.

December 2022 saw a spike in the number of articles, blog posts, and think pieces musing about what ChatGPT and the like might-OK, do -mean for education. Many rang alarm bells, and a few pointed out the shortcomings of the tool as currently configured. I spoke to our division's director of technology just before our winter holiday about what's being talked about in his professional circles regarding these artificial intelligence tools.

It was a lively conversation with far more questions than answers. I did respond with certainty, though, when he asked me what my philosophy is about ChatGPT and tools like it. "If I could turn back time and make sure we do not invent such things, I would."

My response gives away the fact that I'm what can only be described as a Luddite. My watch only tells time. I listen to records. Not too long ago, I had a Nokia phone. Still, I'm no ostrich. I continued, "But that horse has already left the barn. ChatGPT is not coming to our classrooms-it's already here."

Here are some ideas for incorporating AI tools into our classes while retaining and reinforcing critical thinking skills.

Prompt dissection

Zeynep Tufekci, a New York Times opinion writer and associate professor at the University of North Carolina, warns that, as tools like ChatGPT are training themselves on everything written on the internet, there's a fairly good chance that there will be inaccuracies in what is being drafted. She describes the risk of being subjected to " a high-quality intellectual snow job."

There can be an upside, however. In a social studies classroom, students might craft a prompt about a topic they've been considering and then examine the machine's response in forensic detail. This may involve a sentence-by-sentence dissection of what the AI has written. By unearthing possible inconsistencies or straight-up inaccuracies, students reinforce their correct understanding of the topic.

Find the biases

As a variation on the above, students create prompts across a variety of related topics, then evaluate them looking for themes of inaccuracy. Since ChatGPT and their ilk are trained on what exists, underrepresented writing and voices will necessarily be marginalized further through the iterative processes inherent in AI tools.

How can we guide our students to not only recognize these blind spots but also incorporate a greater multiplicity of viewpoints in their scholarship?

Spot the computer essay

For a playful exercise, share two or three pieces of human writing from the past year or two and slip in an example from ChatGPT, and have students discuss what makes these examples human-or decidedly not. Nuance, passion, and, perhaps, even fallibility will be clues that students can investigate.

Use primary sources and first-person accounts

This and the following ideas are writing assignments that will make the use of AI tools superfluous, if not counterproductive.

My colleague Joy Xu in the English department asks students to interview someone and connect this person's experience to a text. First of all, the narrative/expository combination provides more points of entry for student writing.

Second, this synthesis ensures that no machine prompt can provide language to express new learning.

Compare two readings

Students will create unique essays that demonstrate their learning, the connections they've made, and the meaning. Again, because these AI tools are trained on what can be found on the internet, the rarer the story, the rarer the computer-generated analysis.

Expect classroom discussion to be used as a resource

This idea, loosely based on another Peter Greene suggestion, considers a key component of what he calls "authentic writing" class discussions. He recommends that the discussion "[become] one of the texts being considered."

A rather positive result that would likely emerge from this idea would be students paying closer attention during classroom conversations. Dare I say they may even take notes?

In The Chronicle of Higher Education, Beth McMurtrie shares that students often submit writing that they consider little more than "an assemblage of words repeated back to the teacher," while we teachers believe that student writing represents their thinking. We want our students to think and to continue to develop their thinking.

Tufekci reminds us in her opinion piece that essay writing teaches students how to conduct research, judge claims, synthesize knowledge, and express that knowledge persuasively and coherently. She continues, "Those skills will be even more important because of advances in AI."

Rather than bury our heads in the sand, let's equip our students for the world of right now and for what it might be going forward.

I'm still going to listen to records, though.

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Some Ideas for Using ChatGPT in Middle and High School Classes

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Teachers can use tools like ChatGPT as one strategy in their efforts to teach students how to think critically and write effectively.

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Using AI Tools to Lesson Plan | Edutopia

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Using AI Tools to Lesson Plan | Edutopia

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Artificial intelligence tools like ChatGPT can help educators find activities that are set up to teach designated skills.

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Teaching Students to Use AI Tools | Edutopia

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Teaching Students to Use AI Tools | Edutopia

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Students can tap into their critical thinking skills by examining artificial intelligence outputs to see if they meet learning standards.

Visual Generation / iStock

In my time as a secondary teacher, I've heard a number of colleagues' comments that reveal their fears about students using technology. "If we give them calculators, they won't learn how to do the math." "If they have access to the internet, they won't learn research skills." "If they use a word processing program, they won't be able to spell."

Concerns about technology and its impact on student learning aren't new. So when people say that if we allow students to access artificial intelligence (AI), it will negatively impact their ability to learn and think, I don't believe that to be the case. I think it's simply a matter of reframing how we use AI. Just as we are able to foster student learning with calculators, the internet, and word processing software, we can do the same with AI.

AI As a Tool for Learning

AI tools can generate everything from essays to artwork to music. In order to be able to use it as a learning tool, we need to have students assess AI's performance. We know what AI can do, but we need to ask, can AI do it well?

By allowing students the opportunity to assess the products that AI generates, we can prompt their learning and their development of critical thinking skills. In a previous piece, I shared how technology fosters engagement when it prompts students to construct, collaborate, create-what I call the 3Cs. AI can be used to allow students to construct knowledge, collaborate with their peers, and create something new in any content area. If we can design AI tasks that foster the 3Cs, we can use it as a tool for learning and thinking.

AI In an English Classroom

Students are often asked to read a text and then share their interpretation of or conclusion about the text by writing a paragraph. Once they've finished reading a text such as a selection from early in a novel, we can give them a prompt with a prediction question like, "In the book Of Mice and Men, will George and Lennie ever be able to achieve their dream? Support your answer by writing a paragraph and offering three reasons."

Students can construct their own yes or no answer in their mind and then ask an AI tool like ChatGPT for its answer. In groups, students should collaboratively read the ChatGPT response and assess it using a rubric that the teacher has provided for them. This will allow students to assess the quality of the AI response while also familiarizing them with the evaluation tool that the teacher will use to assess their work.

Finally, individually, ask students to create a paragraph that is written to defend the opposite position. For example, if ChatGPT said that George and Lennie wouldn't be able to achieve their dream, students need to write a paragraph arguing that they would achieve their dream. This allows students to know what points support the opposite opinion and then develop rebuttal points that refute them. This provides students with the opportunity to gather and assess relevant information, which strengthens their critical thinking skills.

AI In a Music Classroom

In a music appreciation classroom, a teacher can prompt learning and thinking by having students construct a list of criteria of what good music is. Once this list is created, students can collaborate in groups to ask an AI tool like Soundraw to create a piece of music that meets the specifications of good music.

Then, individually, students can confer with the teacher to share their response if they believe that the AI's music was good, but they can also share what they would change to make the music even better. This process challenges students to identify problems along with viable solutions-allowing them to develop as a critical thinker.

AI In a Math Classroom

Mathematical thinking fosters students' problem-solving skills, and AI can be used to engage students in that process. Teachers can give students a math problem that students input into an AI tool like Photomath.

Once the AI creates an answer, students can collaborate in groups to construct their own answer by using the mathematical problem-solving approach they've been taught. With the two answers in hand, AI's and their own, students can create a response to the question, "Which solution is more correct?" This allows students to test solutions to complex problems against criteria that the classroom teacher has provided through a rubric or by testing it against the process that the teacher has taught. This leads students to form a conclusion, which is another important facet of critical thinking.

Students Will Draw Their Own Conclusions

"I like it for research, but I'm not happy with the work it produces, so I wouldn't use it as my own."

"It's a good place to start if you're stuck and need some ideas."

"[AI's] work isn't very good and wouldn't get me a very good grade."

I've used AI tools with students on several occasions within different subject areas, and I've seen students do the activities I've already shared. Students have made the following comments:

Teachers are concerned about AI, with many schools banning ChatGPT and other AI tools. However, I believe that educators need to use AI as a research tool. Doing so will allow students to see that an AI-generated product is a starting point, not the finished product. We can do this by reimagining how we use AI so that it fosters critical thinking while supporting the 3Cs of tech engagement-encouraging students to construct, collaborate, and create.

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Guiding Students to Assess the Merits of Artificial Intelligence Tools

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Students can tap into their critical thinking skills by examining artificial intelligence outputs to see if they meet learning standards.

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Using ChatGPT to Plan High School Math Lessons | Edutopia

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Using ChatGPT to Plan High School Math Lessons | Edutopia

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

Harry Campbell / The iSpot

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

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

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

AI as a Search Engine

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

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

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

AI as a Math Content Creator

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

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

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

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

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

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

AI as a Math Lesson Designer

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

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

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

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

AI as an aid to Human Intelligence

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

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

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6 Ways ChatGPT Can Save Teachers Time | Edutopia

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6 Ways ChatGPT Can Save Teachers Time | Edutopia

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Teachers can use the artificial intelligence tool to effectively automate some routine tasks.

ChatGPT, an artificial intelligence (AI) chatbot trained to understand typed prompts and generate content that sounds human, is the fastest-growing web platform ever. For a couple of months, I've assessed how ChatGPT handles dozens of common teacher tasks. It's not perfect, but the chatbot can reduce the 10 hours and 40 minutes a day that the average teacher works by automating the first drafts of our most time-consuming professional writing.

In the paragraphs that follow, I've divided these tasks into the following categories: planning instruction, handouts and materials, differentiation, correspondence, assessment, and writing instruction and feedback. Welcome to the revolution.

Category 1. PLANNING INSTRUCTION

Unit outline:When you align its output with the Common Core State Standards, the AI tool is able to craft a unit outline for any grade level, subject, or timeline.

Lesson plans:Ask ChatGPT to write a lesson plan on, say, Westward Expansion. The tool composes assessments, activities, scaffolding, and objectives. Want that in the form of problem-based learning or revised for a flipped classroom? ChatGPT can adjust the lesson plan according to your instructions.

Slide shows: When directed to outline a slide show for any topic and grade level, ChatGPT creates an intuitive organization and adds formative assessment questions if requested.

X-factor instruction: When I asked ChatGPT to devise a "challenging and creative approach to teaching metaphors" to students, the tool described an activity that involved integrating student-created metaphors into original stories conveyed through visual genres (e.g., a comic strip, a storyboard).

Simplify topics:Having difficulty articulating an advanced concept? Ask ChatGPT to "explain the topic to a first grader." Here's the tool's simplified explanation of chloroplasts: "Chloroplasts are little green things inside plant leaves that help the plant make its own food. They are like tiny factories that use sunlight, air, and water to make the plant's food."

Discussion questions: Use ChatGPT to write engaging, higher-order prompts for a class discussion on any topic.

With its mighty language processing and generation capabilities, ChatGPT can streamline planning when you're developing the following assets:

Category 2. HANDOUTS AND OTHER MATERIALS

Develop instructionsthatdescribe cooperative learning roles and expectations.

Generate assignment directions with a detailed overview, grading criteria, a description of the required format, and task details.

Create solved examples of math problems, chemistry equations, etc., with explanations of each step.

Build a prereading or advance organizerby extracting critical and unfamiliar vocabulary from a chapter and listing keywords with their definitions.

Provide word problems-for example,using ratios: ChatGPT gives the problem, the formula for solving it, and a full explanation of the procedure.

Compose a syllabus (boilerplate) that includes a course schedule, late-work policies, and a description of how assignments will be graded.

Make flash cards with questions and answers.

Produce posters that list classroom rules, 10 reasons why algebra is important to the students' future, or the 20 most common writing errors of high school students, with short definitions and examples included.

Perhaps ChatGPT's biggest time feature is that it can generate text for materials and handouts that target your specific instructional needs. It can do the following:

Category 3. DIFFERENTIATION

Need a choice boardfor an art activity? Boom, done. Ask ChatGPT to create a passage, chapter, or book summary for students who need support. The tool can also function as a text compactor that analyzes readings and creates more concise and condensed versions. Furthermore, the AI will generate differentiated rubrics for an assignment so that each heuristic emphasizes customized expectations and levels of challenge.

Category 4. PROFESSIONAL CORRESPONDENCE

Using ChatGPT, teachers can streamline communication with parents, colleagues, and administrators via AI-composed welcome-to-class letters, newsletter copy, volunteer and donation requests, supply lists, grant and field trip proposals, assembly programs, and permission sheets.

Category 5. ASSESSMENT

Quizzes:AskChatGPT to create tests on specific topics using any type of question format. Paste a passage into the chatbot or identify the title and chapter of a classic piece of literature, and the AI will produce a test bank and answer key.

Rubrics: ChatGPT will compose a rubric for any type of student performance. Depending on the needs of the user, examples include analytic, holistic, and developmental rubrics, as well as rating scales.

Checklists: The tool can develop an observation checklist to document students' academic, social, emotional, and physical progress.

Cloze tests: ChatGPT can create a Cloze comprehension test, where words are removed from a passage, and the reader is asked to fill in the blanks to test their understanding of the main ideas, vocabulary, and sentence structure of the passage.

With careful oversight, teachers can use ChatGPT to quickly create a variety of assessment materials.

Category 6. Writing Instruction and Feedback

Prompt generator:The tool can compose writing prompts for any genre and include a corresponding rubric.

Essay improvement: Submit sections of student writing to ChatGPT, and it will suggest enhancements.

Grammar feedback: When kids make grammar errors, teachers can direct ChatGPT to define, describe, and identify how to improve the error and also provide examples.

With ChatGPT's assistance, teachers can improve their students' writing skills through a range of tools and features.

While ChatGPT amplifies our pedagogy and automates routine tasks, it's easy to overlook its greatest weakness: The tool always sounds authoritative, even when disseminating inaccurate content. Erroneous and polished bloviation pops up in human communication as well. Nevertheless, we must check all AI-produced information for accuracy and usefulness before it reaches students.

The chatbot's prose represents another shortcoming. Without clear directions from the user, it comes off as canned, like it was written by an algorithm, when a prerequisite for uplifting, informing, and empowering students and school stakeholders is correspondence that sounds like you, not Wikipedia. Using ChatGPT responsibly means always viewing its compositions and curricula as first drafts.

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Teachers can use the artificial intelligence tool ChatGPT to effectively automate some categories o routine tasks.

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17 AI Tools and Resources for Teachers - Practical Ed Tech

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17 AI Tools and Resources for Teachers - Practical Ed Tech

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Since January anything that I've published about AI (artificial intelligence) has vaulted to the top of the list of the most popular posts of the week, month, and year. The rise in popularity and in amount of AI-powered tools since the start of the year could make your head spin if you tried to keep up with all of them.

If your school year is over or nearly over, you might find yourself with some time to start to dive into trying some AI tools. I've put together a list that highlights some AI tools that you might want to try. Subscribers to my newsletter got a PDF copy of this list on Sunday.

An Overview of ChatGPT

ChatGPT is an artificial intelligence tool that will create documents for you based on some minimal input from you. For example, I simply typed into ChatGPT "Ten Canva Features for Students" and got this article. ChatGPT can also be used to create poems like this one about the sunglasses worn by Geraint Thomas.

With a little tweaking of what you put into ChatGPT you can create longer articles than the one that I mentioned above. A simple, "tell me more" or "what about X" can generate more material from ChatGPT.
Searching With ChatGPT in Bing
ChatGPT is incorporated into Bing. You can choose to use it or not use it when conducting a search. This video shows you how it works and the difference in results when using it versus not using it.

An Overview of Google Bard

Google Bard is Google's attempt to rival ChatGPT. Over the coming months it's going to be incorporated into many of the Google Workspace tools that you're already using. Here's an overview of how it works.

Bard makes it easy to quickly transfer the transcript of your Bard chat into a Google Document. All you need to do is simply click the new export button and then choose "Google Document." Once you've exported your Bard transcript to Google Docs you can then use all of the Google Docs editing and collaboration tools that you'd use with any other document. Watch this short video to see how to copy from Bard to Google Docs.

Searching for images in Google Bard is easy to do. Simply type something like "images of a happy person with a dog" and you'll see a selection of about a half dozen images appear. It's not without flaws. Watch this short video for an overview of conducting an image search in Google Bard.

AI-powered Design Tools

Canva's Magic Design tool can be used to create a complete slideshow presentation from just one sentence. To be clear, it doesn't just design the layout of the slides. It populates the slides with text and graphics to support the presentation topic! Watch this video to see how Canva's Magic Design tool can create a presentation for you from just one simple prompt.

Microsoft Designer is an AI-powered tool that enables users to quickly generate many variations of a graphic design with just a few clicks. The purpose of Microsoft Designer is to give you a gallery of designs based on your input. You can then choose the design that you like best to download and use in your projects. In short, it's kind of like having a graphic designer present you with a bunch of options to pick from.

Lumen5 is a tool that will produce a video for you based upon your written work. To create a video with Lumen5 you can enter the URL of your published work or submit the text of an article you've written. Lumen5 will then select highlights from your writing to feature in a video. The video will always begin with the title of your article. From there it will use any subheadings or section headings that you have in your article to create sections of your video. If you don't have subheadings or section headings in your article, Lumen5 will attempt to pull the keywords or phrases from each paragraph. Watch my demo below to see how easy it is to use Lumen5.

Whimsical is a mind mapping and concept mapping tool that has an artificial intelligence component. Whimsical's AI tool generates concept maps based on any keyword or phrase that you center on the screen. To use Whimsical's AI concept mapping tool you simply have to start a new concept map, enter a keyword or phrase, and then click the AI icon. The tool will then generate a simple concept map of linked terms and phrases.

AI-powered Assessment Tools

Edpuzzle is a tool that I've used for years to add questions to videos that I've made and videos that I've found on the web. Edpuzzle's Teacher Assist feature will automatically generate questions that you can add into the video assignments that you give to your students. With just a click you can have multiple choice and short-answer questions added to videos you've made and videos that you've found online. Watch this short video to see Edpuzzle Teacher Assist in action.

gotFeedback is a tool that you can use to more efficiently give your students feedback on their writing. As the title of this post stated, gotFeedback uses artificial intelligence to help you provide your students with feedback on their writing. Watch this video to see how you can use gotFeedback to analyze your students' writing.

QuestionWell is an AI tool that will generate reading comprehension and guiding questions for just about any article that you specify. Questions created by QuestionWell can be saved in a document or exported to a handful of popular quiz apps including Kahoot and Quizziz. QuestionWell takes the article that you've entered and generates a set of questions based on it. You can view all of the questions and select the ones that you like. The questions can be exported to a Word document and or exported to a quiz app. All of the question sets that you create are also saved in your QuestionWell account so that you can revisit them and edit them whenever you need to. Watch this video for a short overview of how QuestionWell works.

Detecting AI-generated Content

GPTZero is a free tool that analyzes text to determine whether or not it was written by an artificial intelligence program. There are some features of GPTZero that make it a bit different from some of the other AI detection tools that I've tried. First, in addition to accepting text that you copy and paste into it, GPTZero lets you upload PDFs, Word docs, and TXT files to analyze them. Second, GPTZero will highlight for you the parts of an article that it determines to have a high likelihood of being written by an AI tool. Third, GPTZero provides a perplexity score and a burstiness score to illustrate how it was determined that a document was or was not written by an AI tool.

AI Text Classifier is a free tool from Open AI, the makers of ChatGPT, that will detect whether or not a passage of text has been written with ChatGPT and similar AI writing tools. To use AI Text Classifier you do need to have registered for a free account on Open AI. Once you have an account you can use the AI Text Classifier. To use AI Text Classifier you simply have to paste a block of writing (at least 1,000 characters, roughly 175 words) into the text field and click the submit button. AI Text Classifier will then rank the writing as very unlikely, unlikely, unclear if it is, possibly, or written by AI. For the record, AI Text Classifier classified my article about detecting writing created by AI as very unlikely to have been written by AI.

AI Writing Check is a free tool created by the collaborative efforts of the non-profits Quill.org and CommonLit. AI Writing Check is a tool that was created to help teachers try to recognize writing created through the use of artificial intelligence. To use AI Writing Check you simply have to copy a passage of text of 100 or more words and paste it into AI Writing Check. The tool will then tell you the likelihood that the writing has or has not been created by artificial intelligence. That's all there is to it. AI Writing Check isn't foolproof and as is pointed out on the site, students can still develop ways to get around tools designed to detect AI-generated writing. It's also worth noting that it can't handle more than 400 words at a time.

Crossplag AI Content Detector is a free tool that you can use to try to determine whether or not an AI tool was used to generate a passage of text. Like other AI detection tools, Crossplag AI Content Detector is easy to use. To use it you simply paste a block of text into the content detector and it will give a rating of likelihood that AI was used to create that text.

Citing Content Created by AI

The MLA and the APA have published guidance on how to cite content created through the use of AI tools like ChatGPT. You can read the MLA guide to citing content created by AI here. The APA's guide to citing content created by ChatGPT can be read here.

There are many similarities between the two guides. There is one difference that's worth noting. The APA's guide includes a template for citing ChatGPT as an author. The MLA guide says not to treat generative AI tools like ChatGPT as an author.

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17 AI Tools and Resources for Teachers - Practical Ed Tech

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Since January anything that I've published about AI (artificial intelligence) has vaulted to the top of the list of the most popular posts of the week, month, and year. The rise in popularity and in amount of AI-powered tools since the start of the year could make your head spin if you tried to keep...

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For Education, ChatGPT Holds Promise — and Creates Problems | EdSurge Guides

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For Education, ChatGPT Holds Promise — and Creates Problems | EdSurge Guides

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ChatGPT caused quite a stir when it launched to the public toward the end of 2022. The artificially intelligent chatbot inspired a range of reactions across the education world, from hype to hysterics.

EdSurge journalists have been reporting and writing about the implications this technology could have on everything from academic integrity to the future of the education workforce. You'll find our coverage gathered in this collection, along with other articles that offer insight about what AI might mean for education.

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For Education, ChatGPT Holds Promise - and Creates Problems - EdSurge Guides

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Generative AI has many possible implications on everything from academic integrity to the future of the education workforce.