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This is the YouTube playlist. You can earn a digital badge for viewing the first four videos by completing this form: https://docs.google.com/forms/d/e/1FAIpQLSfGRncHO_4dS0li0DOIpM-NzBMPHBWbti6nSb1JioNaU_D7Og/viewform

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World Education presents a three-part webinar series on the applications and implications of generative artificial intelligence for education.

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Quick, grab-and-go lessons to help your students think critically about AI and its impact.

Artificial intelligence (AI) is rapidly transforming the world we live in. From using generative AI for schoolwork to dealing with misinformation and befriending AI chatbots, students have a lot to consider when it comes to this ever-evolving technology.

This collection of quick lessons (20 minutes or less!) provide an introduction to AI and help address its social and ethical impacts. Through these lessons, students will:

Understand what AI is and how it works

Consider some of its potential benefits and risks

Think critically about how we can be responsible and ethical users of AI

ChatGPT and Beyond: How to Handle AI in Schools

Here's what educators can do as artificial intelligence evolves.

Free Resources to Explore and Use ChatGPT and AI

Get an educator-focused approach to information, concerns, and uses for artificial intelligence.

Transforming Education with AI: What Educators Need to Know

Lessons and Tools for Teaching About Artificial Intelligence

Help your students understand the impacts and uses of AI.

ChatGPT: To Ban or Not to Ban?

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AI Literacy Lessons for Grades 6-12 | Common Sense Education

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Quick, grab-and-go lessons to teach your students how to be ethical and empowered users of artificial intelligence.

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Course designed for teachers.

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Let Khan Academy and our partners-including Code.org, Common Sense Education, aiEDU, and Professors Ethan and Lilach Mollick-be your trusted partners as we navigate this exciting learning journey together! What is generative AI and how does it work? What are some best practices for teaching and learning with generative AI? This course-in-progress answers those questions and many more. Welcome!

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AI for education | Life skills | 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 become a trusted partner in this learning journey.

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Using ChatGPT to schedule learning "tasks" 

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Using ChatGPT to schedule learning "tasks" 

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5 Mind-blowing Ways to Turn ChatGPT Into Your 24/7 English Learning Coach

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Which AI is the BEST Voice Assistant? Lets Find Out!

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Using Chat GPT video calls to learn English

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Using Chat GPT video calls to learn English

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ChatGPT video calls are a great way to learn English #americanenglish #englishlanguage #esl #chatgpt

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Cloud English Channel using AI to Practice conversational English

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Cloud English Channel using AI to Practice conversational English

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5 Mind-blowing Ways to Practice English with ChatGPT's Advanced Voice Mode

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Does a picture prove anything anymore? (podcast & transcript)

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Does a picture prove anything anymore? (podcast & transcript)

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Millions of people now own smartphones where, with just a tap, you can erase people from pictures - and even add AI generated content that never existed. What does this mean for our shared reality?

Isaac Reynolds, group product manager, Pixel Camera at Google.

Hany Farid, professor at the University of California, Berkeley's schools of information and electrical engineering and computer sciences. Co-founder and chief science officer at GetReal Labs, which develops techniques to detect manipulated media.

Allison Johnson, staff writer at The Verge, where she covers smartphones and mobile technology.
Part I
MEGHNA CHAKRABARTI: I'm going to start with a question today. I'm not going to answer it immediately, but it provides a compelling sort of mental backdrop for the conversation that we're going to have. So right now, which is 10 o'clock in the morning Eastern time on Monday, January 13th, that's when we first broadcast this show.

The question, Is the Hollywood sign in Los Angeles on fire? Alright, keep that in mind. I don't know if you maybe have heard or seen some things about that already. Now, we live in a world where the visual sense is the most dominant sense. For sighted people, what our eyes take in is the most powerful confirmation of reality.

And that's why there are sayings like, you've got to see it to believe it, or in the social media age, the more common one is picture, or it didn't happen. Which is what people tend to say when someone posts an extraordinary claim. Give us a picture of the event, or we will not believe that what you're saying is true.

But of course, ever since the earliest daguerreotypes, photography has also been a medium of visual manipulation. Now, I will venture that with the latest smartphone technologies, you would be wise to be skeptical of just about any photograph. And why? Let's take Google, for example. Google's hugely popular line of Pixel smartphones has a photo feature called Magic Editor.

And you take a photo with your phone camera, and then with just a tap, you can completely erase something or someone from that picture. That weird tourist that photobombed your photo, your picture at like the Lincoln Memorial or something like that. You can just remove that person. You can also remove objects around, within the photo, you can move them around, you can make them bigger or smaller. And of course, you can change colors now with Magic Editor, you can even add AI-generated content to your photos. Say, a sunny sky instead of a cloudy one. In other words, you can create a picture of something that never actually happened.

Now, millions of people around the world own Google Pixel phones. In 2023, the tech company shipped some 10 million of these phones, according to Nikkei Asia. And Google's newest phone, the Pixel 9, reportedly helped Google's share of the North American smartphone market jump from 5% to nearly 13% from September to October of 2024.

In the spring of last year, Google took another step. It announced it was making Magic Editor available for free to anyone using Google Photos, not just people who have Pixel phones. Now, of course, Google is not the only player in this photo manipulation game. Samsung and Apple are also rolling out or working on similar technology.

So between the three of them, you're talking about basically the entire global smartphone market. It's a cool tool, but what will it do to our sense of reality? How instantaneous, in pocket editing, how could it make the false feel real? So how do we strike the right personal and societal balance when it comes to making tools that can unleash both wild creativity and wild lies?

We're going to start today with Google itself, and Isaac Reynolds joins us. He's group product manager for the Pixel camera at Google, Isaac. Welcome to On Point.

ISAAC REYNOLDS: Hi, very nice to be with you today.

CHAKRABARTI: So first of all, let's just nerd out technologically, how does it work in the Pixel Magic Editor and reimagine these new features?

REYNOLDS: Yeah. So obviously when you get your Pixel phone, you have this full featured camera and editing package and magic editor comes inside Google photos. When you've browsed through your pictures, you've picked the perfect one to share that most represents the memory that you have and want to share with maybe grandma of your holiday morning.

But before you share, there's just a little things you need to clean up before you actually try to tell that story. And you can use magic editor in the Google photos to, like you said, remove little things in the background that maybe distract from your memory of an event, because I don't know about you, but what I remember from holiday mornings is joy and happiness and family.

I don't tend to remember the coffee mug on the windowsill that I maybe forgot to pour out last night. And so those things I can take away with a Magic Editor or a magic erase feature, and then they don't distract from the story at all. So I get a photo that better matches my memory. And when you do that, it's pretty straightforward.

We like to make things really easy and automatic for folks. So when you first enter magic editor and you choose to erase, you can just tap the mug with one finger and the algorithm will go through and try to figure out whether you're tapping the entire windowsill or just the mug, or maybe a person way deep in the background, identify that.

And its perfect outline, and then automatically remove it.

CHAKRABARTI: Now, AI is really the perfect tool for this, right? Because AI is extraordinarily good at pattern recognition, which is essentially what's going on here.

REYNOLDS: It is. You could imagine what I used to call easy cases. Where things like, I don't know, a blue sky is really easy to figure out what's in between, because it's blue sky on the left.

It's blue sky on the right. And you just put some blue sky in the center and everything looks perfect. And your eye skims right over it. But as patterns get more complex, I would call maybe a brick wall a moderately complex pattern. You really need larger models that can recognize greater bits of context.

And figure out what grout looks like in between those two bricks and make sure the grout lines line up on the left and right side of the bricks as well.

CHAKRABARTI: And so then, in a sense, though, I would guess that detecting the edges of the thing that the person wants to remove, the coffee mug, although I will say that we've got some quirky coffee mugs in our house, and they each have narratives in and of themselves, so maybe I wouldn't want to remove the coffee mug off the window sill in our house. But, so finding the edge is one thing, but then tell me a little bit more, because one thing that visual AI generators have been accused of is like putting crazy things in, like people with nine fingers, essentially.

How does it know how to replace it with an extension of that brick pattern as you were talking about?

REYNOLDS: Because in most cases, when you see a brick pattern, what's in between the brick pattern is more brick pattern. That's the common thing. And these algorithms are trained on millions and millions of images to know that generally what falls between a piece of bark on a tree and a piece of bark on the tree is another piece of bark.

Or when you take a photo of a beach full of sand, that probably what's behind that, I don't know, piece of garbage that you're trying to remove, is another piece of sand. And there are tools that are more creatively expressive, that allow you to describe what you'd like to put there instead of sand, and you can find those tools in Adobe tools and Google tools and others as well. Where you can say, in this particular case, I do want to maybe replace that piece of garbage with, oh, I don't know a beach towel.

Maybe that looks more real for your scene in your memory. And you can do those things.

CHAKRABARTI: So is the replacing feature, is that the re-imagine feature?

REYNOLDS: Yeah, there are a variety of features. You can make an image a little bit wider, uncrop it, you might call that.

You can use, re-imagine, to replace a little bit of an image with something that maybe is a little more real to your context and your greater memory. You can erase things and replace them with, let's just say, something your eye skims over, like it was never there in the first place. There are tons and tons of different things you can do with these tools to make a photo that better matches your memory and the context in which you remember it.

CHAKRABARTI: I gotcha. Okay. Isaac, hang on here for just a second because we also spoke with Allison Johnson. She's a staff writer at The Verge. She covers smart phones and mobile technology there. And we reached out to her because she's been experimenting with some of these features on her own family photos.

And she's been using both the Google Pixel phone and the Samsung Galaxy S24.
ALLISON JOHNSON: My child. He's three. He constantly has like boogers on his nose. I don't have a problem like cloning out some boogers on his nose. What I struggle myself is I don't really want to mess with the sky or a lot of other things. I don't know if you can see it, but there's a lot of elements in the scene. If you take all the other tourists out of your shot of a waterfall in Iceland, it just looks like the rapture happened. You lose kind of the flavor of I was there, and this is how it felt that day. And the ability of the photo to take you back to that moment.
CHAKRABARTI: Isaac Reynolds, respond to that. Because Allison there is talking about taking a photo, taking people back to a moment, but it sounds like you and Google are thinking about it more in terms of taking people back to a memory, which is different.

REYNOLDS: It's true. I think the first thing to step back and remember is that a picture is a piece of communication.

A photo is a story and it's a story you tell someone else through the act of sharing it. So Alice had said something really interesting, which is that she thinks that when she shares that photo of the waterfall, that other people feel like it's the rapture. And I'll tell you right now that I would go to that waterfall, and I have done this before on hikes or national parks.

I will go at a time when I know that no one else is going to be there, so that I can get this beautiful shot of nature in solitude and wonder. And I love going up for sunrise and seeing the sunrise above the hills, with no one else around. And it's just this moment that only you get to experience.

And that's the feeling I like to share with other people, is this special, unique moment that only I got to experience that no one else is around for and is totally unique in that way.

CHAKRABARTI: But you actually did experience it, right? You physically experienced that blissful solitude of having an amazing vista to yourself.

REYNOLDS: In those cases. Yeah, you can. And in other cases, you might have felt like it was perfectly alone in solitude because maybe you were embedded in this romantic moment on your honeymoon. It felt like it was just the 2 of you running around the world. And all these pesky tourists are just getting in the way of the memory that you had, and the true experience that you had.

And you can tell now that there's 3 different contexts for 1 picture. And I think what's important is that every participant in our society, including the tools that deal with sharing, creating and sharing these pictures, provide the right level of context. I should say the people and the tools responsible for sharing provide the right level of context.
Part II
CHAKRABARTI: Today we're talking about how AI technology in smartphones, not just the Google Pixel phones, but Samsung and Apple are at work on similar technologies, can make it possible for you to basically instantly alter a photograph and make it into the memory that you wish it were, meaning you can remove things, objects, people, you can add stuff back in, sounds like a really awesome tool for creativity.

That also begs the question, though, of how does it impact our relationship with the realities that photographs are supposed to represent? Isaac Reynolds is joining us today. He's group product manager for Pixel Cameras at Google. And Isaac, I will fully acknowledge that since the birth of photography, it has been a medium, as I said earlier, that has been subject to all sorts of manipulation.

I used to do a lot of darkroom editing, back in my day, when darkrooms were more common, actual darkrooms. And just even the act of printing a black and white photo, that is a subjective decision, right? Because we're not seeing in black and white. But I'd also spend hours and hours and hours.

It's not the existence of that capability that comes into question, but really rather the extent that you can take them. So let me ask you about this. Are there any guardrails around the technology in the phones, for example, that says no, you can't put a dead body in the background of a photo.

REYNOLDS: Yeah, I think you make an interesting point about editing and it's true, to start with, that editing is by no means a new thing. Most people are familiar with the concept of 'to photoshop it out,' as a verb, but I'll give you a throwback really quick. The 1930s photo by Dorothea Lange of the migrant mother in many versions has had a thumb removed from it.

So going back almost a century, you have, not just to modify contrast and exposure but truly remove bits from your picture. So I think it's a good shout out from you that the editing is by no means a new thing. What I did talk about was context, and I think context is one part that we all as players in this technology and communication ecosystem have to do properly not only today, but honestly, we needed to be doing these things as a society 10, 15, 20, 30, 50 years ago.

One thing Google does, for example, is we offer these guided experiences. So that the thing that the overwhelming majority of people want to do, the overwhelming majority of the time, are automated and easy.

And those are things like removing little, tiny people in the background, or putting in safety filters so that things that are obviously inappropriate just can't be created. Or attaching this metadata called IPTC is the industry standard metadata that Google attaches to images that have been edited with certain kinds of AI.

And those are things that all tools, including sharing tools and social networks can do to make this kind of a safer place for images. Not new, but things we should have been doing for a long time.

CHAKRABARTI: To that point, around those guided experiences, or even putting up some guardrails on inappropriate stuff, let's turn back to Allison Johnson, again, she's at The Verge. And as I said earlier, she and her colleagues experimented with reimagine on a Google Pixel 9.

They, however, found that they could get the AI to generate some pretty creepy stuff in the pictures. Car crashes, bombs that were still smoking in public places, sheets that seemed to cover bloody corpses, drug paraphernalia. We first read about this in an article that she wrote in the middle of last year, and here she is again.
JOHNSON: You can add something like gross to a plate of food, like a bug and it looks like someone served your food to you with a cockroach in it, or making it look like there's a bicycle accident in the street, the big red flag words, like crash or fire, there were like guardrails around that, but we're writers. So we got creative. But it wasn't outside the realm of anything anybody else can do. At first glance, if you're just scrolling through social media, especially, it looks completely realistic. The lighting, the way it's rendered, it spooked us out, honestly.
CHAKRABARTI: So Isaac Reynolds, I suppose the implication there is that those guardrails are not robust enough.

REYNOLDS: I think it depends on the picture and the context around the photo. The Verge presented, I think she described a picture of drug paraphernalia. Which could be interpreted as actually pretty benign image, except that The Verge put it alongside this particular context that this is some sort of illicit bad thing.

But the same quote unquote drug paraphernalia is used by people who self-inject medication all the time. And there's nothing wrong about self-injecting prescription medication under doctor's supervision. And then having a bottle of wine later, which I think was also in the image that Allison made.

So it is the context that's important. And how we describe them in the metadata that we associate with them and the captions that we put alongside them, that need to be transmitted all the way to that end customer and end user. That's what I think is really important, is making sure the images come with context. And images have been used out of context for decades and decades.

There are so many examples of that happening.

CHAKRABARTI: So to that point, Allison did include a statement from Google that they sent her when she did this story, and Google at that time said that some of the images violated what they called, quote-unquote, clear policies and terms of service on what kind of content we allow and don't allow.

The allow and don't allow stuff seems a little gossamer and thin to me, because obviously, as you just said, it's all context dependent. So I would say technically anything is allowed depend on depending on the context, but Allison found the statement dissatisfying and here's what she told us
JOHNSON: Putting drug paraphernalia is a violation of the terms of service, which is okay. Yeah, we broke the rules, but anyone else can break the rules. It's such a rush to get these things out and put them into people's hands, but the safety guardrails are like, so far behind, Google's certainly aware. And I think these companies are aware, the tools that we have to fight the creepy misinformation aspect of it are so far behind the availability of the tools to create the misinformation.
CHAKRABARTI: Isaac Reynolds, this is my last question to you based on that, and that is, I completely see how billions of people would love to have at their fingertips a tool that does exactly the kinds of things that you said. Just remove distracting things from images that you don't want, like really create the moment that lives in your mind and heart.

Totally understand that. But this misinformation part is a big deal. And that brings me back to the question I started off with, which as you heard was, is the Hollywood sign on fire right now? And I ask that because there has been rampant misinformation on social media, along with pictures.

I am not saying that they were generated by Google Pixel phones or Google photos. I don't know, but it's out there, the Hollywood sign on fire. And given the velocity, the instantaneous velocity that social media can propel things around the world, it stands to question that does a company like Google feel that it bears any responsibility whatsoever to make it as hard or as virtually impossible as it can be to not use your tools to create misinformation like that?

REYNOLDS: I think that when images get spread around the internet through social media and people misinterpret what that image is trying to say, because you and I both know, we both had conversations. And I think everyone listening has had conversations with maybe a loved one, where they remember the same conversation, but somehow the outcomes, or the intent, or the details very differently, even though it was the same conversation. You were both physically present.

Meaning is something that's created by the creator and the audience in equal measure. And I think when things spread around the Internet like that, we need to make sure they come with context. I told you, for example, that Google embeds IPTC labels in the images that we modify with AI. I would like to see those labels presented really clearly so that people have a better sense of what they're looking at.

But also people should be a little skeptical and they always should have been skeptical of images. Every time you look at an image at the top of a New York Times article, you should wonder to yourself, what narrative are they trying to tell this image in? And how many images did they sort through to pick that particular one? And what was it about that particular image that told the story they wanted to tell.

That's always been true with images, it's always going to be true with images, and I think that people should always be skeptical, regardless of who's publishing the image, or where it's being shared, or how old that image might be. Because like I said, you've been able to edit images for a very long time.

CHAKRABARTI: Yeah, but let me press this point a little bit more. I totally take your example of the fungibility of meaning. Absolutely, but we're talking about fact, right? And the misrepresentation of facts. So to your point about the metadata, would Google even consider saying, every time you generate or manipulate a photo, using one of our tools, that instead of the information of the AI influence being buried in metadata, we're just going to put a watermark on it, a visual watermark, so that when you put it on social media, it's going to say this photo was AI manipulated.

Would Google be willing to do something like that?

REYNOLDS: I think that we are constantly listening to what users are asking for and what's working and what's effective. For example, you asking me that question here today is part of the feedback that we get on what needs to be done right and what should change and what's being effective.

If adding that kind of watermark that you're describing ends up being the right solution, wonderful. But what we'd like to do is just have everyone use the industry standard metadata such as IPTC. And then it's effectively what you're describing, but without having to have this awkward watermark slapped on top of an image that has to go through every single different platform.

So we're going to try the best solutions first. And then, if folks like you and our customers keep saying, maybe this, maybe that then of course we'll listen and we'll shift.

CHAKRABARTI: Isaac Reynolds is Group Product Manager for the Pixel Camera at Google. Thank you so much for joining us, Isaac.

REYNOLDS: Great to be here.

CHAKRABARTI: Okay, let's turn to Hany Farid now. He's a professor at the University of California, Berkeley, Schools of Information and Electrical Engineering and Computer Science. He's also co-founder and chief science officer at Get Real Labs, which develops techniques to detect manipulated media.

Professor Farid, welcome back to On Point.

HANY FARID: Good to talk to you again, Meghna.

CHAKRABARTI: Oh, so much to discuss. Why don't we just pick up where Isaac Reynolds left off, is metadata, is AI identification and metadata satisfactory? Is it enough or do we need more when it comes to understanding how AI has manipulated a photograph?

FARID: It is not enough, and Isaac knows it's not enough. And here's the thing he didn't tell you. Is metadata's fine, we love metadata. But what he didn't tell you is that all social media platforms, including Google's, including Facebook's, including Twitter's, rip out metadata at the point of upload. And so it's only useful if somebody sends me that image without it being uploaded to one of the many platforms where these things get uploaded.

The other thing he didn't tell you is that it's extremely easy to rip out metadata. Anybody can do this with commercially available tools. You asked him the right question about the watermarks, which I think he dodged a little bit. But yeah, I think again, and I think Allison got this right, is we, the Silicon Valley motto is deploy, and then backfill in the safety.

The safety is not the first consideration, or the second consideration, or frankly, even the third consideration. And I think the other thing that Isaac missed the point on here. Is he was talking about, you go on vacation, you have these wonderful memories of photographs. And, yeah, but that's one relatively narrow branch of photography.

We also use images to talk about world events. The fires in Los Angeles, the hurricanes in Florida. We use photographs as evidence in courts of law where people's civil liberties are at stake. We use photographs to reason about conflict zones and to prosecute crimes in the Hague. Photography is not just about honeymoon photos.

It is about our shared sense of reality in the world. And Google and others are now moving further and further to distort that shared sense of reality.

CHAKRABARTI: Okay, so I want to go back and for the sake of clarity underscore something that you said. It is very easy to rip out metadata from photographs. Yes?

FARID: Yes.

CHAKRABARTI: Okay. And secondly, when you upload a photograph to social media, to the major social media platforms, the metadata is automatically pared down?

FARID: Yeah. Yeah. They rip it out. They store it server side, because there's a lot of information, but it's all ripped out.

CHAKRABARTI: Okay.

FARID: Which means me as a consumer.

So even though Google puts it into, at the point of creation, which is great, I'm thrilled they do that, doesn't really help the consumer on upload because that information is lost.

CHAKRABARTI: So Isaac Reynolds and Google saying it's okay, you'll know it's AI because it's in the metadata, is essentially, it's a rickety platform to put a generous --

FARID: That's a generous interpretation.

CHAKRABARTI: Okay. So I want to go to, so that's really important to understand, right? Because I would assert, and I think you would agree, Professor Farid, that it's not so much that a very famous 1930s black and white photograph of a suffering mother had a thumb removed off a few prints.

And maybe when it appeared in newspapers. It's the scale at which social media and the immediacy, which it can propel images, ideas, facts, and fiction around the world. The scale is what matters. And that's what makes this technology much more pressing to understand now.

FARID: It's two things. Isaac was right.

We have, photographs have always been manipulated, but the way they were distributed, to your point, has changed dramatically. But what Isaac also didn't tell you is that to manipulate photographs, like that famous photo, required a fair amount of skill. And not everybody had that skill. And what Google has done is eliminated barriers to entry to create and distort reality.

And that also is fundamentally different. So when we say photographs have always been manipulated, you could sit in a dark room for hours to manipulate it, yes. But not a lot of people could do that. And to his own point, touch an image and you can modify it now. Elimination of any barrier to create a new sense of reality and then, of course, share it to the world instantaneously.

That is fundamentally new. That is not part of a simple continuum.

CHAKRABARTI: So we just have a minute before our next break here. But Professor Farid, I deliberately started with the Hollywood sign as an example because this, the catastrophe is going on in Los Angeles right now. But do you know how quickly from the start of the fires did those fake images of a flaming Hollywood sign get distributed?

FARID: I don't know when the first one came out, but I saw them within 24 hours, which by the way, is not surprising. Every natural disaster in the last God, 10 years, as soon as they are hitting, you are starting to see stupid images that are, I think, you can make, you can say okay, whatever, they're fake images. At a time when this is a natural disaster and people's lives are at stake, and their properties are being lost, we are diverting attention, we are confusing people. And there's a, frankly, it's really egregious behavior to allow this type of content and then to allow it and to amplify it online.
Part III
CHAKRABARTI: Professor Farid, before we reconnect here, just wanted to make one little note that Instagram is possibly the exception to the social media platforms, as far as I understand.

They do have an AI info label that should pop up when a photograph appears on Instagram that has AI manipulation in it, but they also note that not all AI content contains the information needed to identify it. But Professor Farid, I want to go to one thing about why photos are manipulated.

To your point about misinformation, it's not just the photo that's being manipulated, the goal is to manipulate someone's understanding of reality. And that's the troubling thing, which I don't know how we regulate.

FARID: I think you're getting right to it. Of course, there is the benign manipulations, where people are taking out something that is distracting, making the sky a little bluer.

I don't care. But we also know that same technology is a double-edged sword, and that people are distorting reality for political purposes, for purposes of fraud. By the way, we haven't talked about the creation of non consensual intimate imagery where people are using this to remove clothing in photographs and then extorting people.

We know that people are doing bad things. This isn't unexpected. And frankly, it's not even, it's not surprising. We know that this is the road we have been on, for many years now. And what the AI has done is simply made it more accessible, more powerful and has made us incredibly cool, creative things and incredibly harmful things.

And the question, to your point is how do we find that balance? And I think these conversations are part of it, but I think the tech companies also have to be thinking about these things before, not after the technology is developed and deployed, and they continue to do the latter. I think it's continually backfilling in the safety.

And you heard Isaac say it, Wow, we'll listen to our customers, and we'll hear what they have to say and then we'll go in. But what do you do in that interim? Because years go by and you can say the same thing about social media for the last 20 years, right? We've waited too long and then the harm over year after year.

So I do worry that our shared sense of reality in social media, in the media, in the courts, is being deteriorated. And I don't know how we have a stable society when we're disagreeing on what 2 plus 2 is. I don't think that's the world we occupy right now.

CHAKRABARTI: And social media in and of itself is a perfect example of how political companies themselves are, right?

Let's be honest. A corporation is in the business of keeping itself alive and highly profitable. That is what it does. And I'm thinking about Meta's recent decision, as Mark Zuckerberg talked about, like removing all of its fact checkers, or moving them somewhere else. And he's swaying with the political winds.

Let's just be honest about that. And so --

FARID: Of course he is.

CHAKRABARTI: Yeah, no, did you want to say something about that?

FARID: Yeah, first of all, I think he's following Musk in the trails. And, but here's the other thing to keep in mind too, this is not a U.S. issue. This is a global issue. We are impacting eight billion people in the world with the political whims of two multi, multi billionaires.

And I don't think that's good for anybody, particularly not our democracy.

CHAKRABARTI: Yeah. So when you talk about like the tech companies should be thinking about this at the ground level, that's the other thing that Isaac Reynolds said that really caught my attention, when he described how they are conceiving this technology at the ground level.

He didn't use the word reality. At all. He said they're in the business of creating technology that helps you match your desired memory. That's how they look at it. They don't look at it as, we want to help you take better pictures so that you remember what actually happened.

Like that mug, I'm sorry, but the mug that he said that he wants to erase from a windowsill. There is a world in which someone looks at that mug and remembers, Oh, that belonged to my uncle who passed away a month after that. And how wonderful was it that he was with the family for that particular Christmas and there's his mug in the photograph.

That is reality versus it's an inconvenient reality. So let's get rid of it to match our memory.

FARID: Yeah, it's funny that you mentioned that, because as he was talking, I literally wrote down in my pad of paper, reality with an arrow to memory. Yeah, and this is, I think, frankly, a convenient talking point is that you talk about photographs that what this is really about is your memory.

It's not about reality. And that's fine if you're sharing your photo with your family members. It is not fine when you're posting that on social media and saying this is what is happening in Los Angeles. It is not fine when you submit that into a court of law as a piece of evidence. So I think this is a convenient talking point to make us not think about the fact that they are distorting reality.

And I think to your point exactly, I thought his example, where he said I wake up really early in the morning to go hiking. So I have this pristine sunrise so I can take a photo. And I'm like, yes, that's what you do. And if you don't do that, then that's the photo you get. And I think there's a little bit of a disconnect here.

Between what is photography and maybe part of the problem is that it's many different things and it's convenient for Google to say, this is really just about your memories. When the reality is that's not what it really is. It's much, much more complicated and impactful than that.

CHAKRABARTI: Yeah. I agree with Isaac that I want to be in a place of natural beauty when there's no one else there, but it was so interesting to me that was the example that he went to, because even he still thirsts for reality, right?

FARID: Yeah, you could ask the question, why wake up so early? Just go, take a photo, and then manipulate it, if that's the memory you want. There's a little bit of a disconnect in the narrative there.

CHAKRABARTI: Okay. So we'll get back to how, what this does to our own personal sense of reality or our relationship with the visual image in just a bit.

But you've said something several times that I must talk to you about. All the other places in which visual evidence is critical. Let's talk about courts of law, for example. Or even things like insurance claims, right? What's the first thing you do when you get in a fender bender? You get outside of your car, you take a picture.

Do those worlds, the legal world, the insurance world, etc. Do they even begin to have the tools to be able to deal with the fact that they might be dealing with millions of manipulated photographs now?

FARID: Yeah, the courts certainly don't, and they are struggling. Insurance companies have gotten a little bit better. Because what they are starting to require are specialized apps that will take a photograph and authenticate it at the point of creation.

These are called contact credentials. So the insurance companies, where they can control the process, have more control over it. The courts don't. Evidence is evidence, it's introduced. It's a voicemail, it's a photograph, it's whatever we have the courts are definitely struggling and they've been struggling for a while. But I think AI has been an accelerant. I think every piece of evidence, civil, criminal, national security cases, is now suspect. And even body cams, I get emails all the time, body cam footage from police officers. How do we know this is what happened?

So suddenly everything is suspect. And that is really worrisome. About how we are, where the stakes are very high. Don't get me wrong. The fake Hollywood sign was bad and it was disturbing, but it is nothing. It is nothing compared to people going to jail based on fake evidence.

CHAKRABARTI: Does AI present the solution to the problem that it's creating, in terms of tools to fight the AI manipulated photographs, or at least identify them.

FARID: Yeah, yes and no. So certainly, we need to be thinking about policy, guardrails, technology to fight this manipulated world we are entering. I will tell you, for example I bought one of the Pixel 9 as soon as they came out, because I'm in the business of figuring out what are these things.

And it's really good. I was blown away. And we did, as a matter of fact, find an artifact that Google leaves behind when they edit it. It's unintentional. It wasn't the IPTC metadata. There was something unintentional in the way they do the AI editing and manipulation, which, for me, is great, and I'm not going to tell them what it is, by the way, because I don't want them to fix it.

But this is very much an arms race. We are very much in a, we build a better defense, they build a better offense, if you will. I think it is part of the solution, AI, but it's not, it can't be, we can't just rely on technology. We need better policy, we need better corporate governance, we need regulation, we need liability, we need the social media companies to take more responsibility.

We need education, we need these conversations, so people are aware of what the world is today. Collectively, I think it moves the needle, but we're always playing catch up. Because the fact is there's more money to be made in distorting reality than in revealing reality. And we have to admit that's the reality of the world we live in now.

CHAKRABARTI: There's more money to be made in distorting reality than to actually live in it. Sobering, Professor Farid. Okay. Now again, in terms of it's the nexus of the imagery technology and social media, right? Because sticking with the catastrophe that's going on in LA. You're right. It's not just oh, here's a picture, a fake picture of the Hollywood sign on fire.

But first responders and emergency services, like they're using social media as much as anybody else. And if they get a lot of images from certain places that they think, oh, my God, do we need to deploy more people there? Do they have to start now being skeptical of, is that part of the city really on fire or not?

FARID: A hundred percent. And this is, you've seen this, every natural disaster for the last five years. People are creating distorted images. FEMA is now having to field these questions. They're getting phone calls. Oh my God, are the Hollywood Hills on fire? Now we're distracting. You distract them for five minutes and I have a problem.

When we have these types of emergencies with the scale that we are talking about. And so it is, by the way, I think there's a special place in hell for people who propagate these things. What is wrong with you? Honestly, there are people's lives at stakes, their property at stake, and you think it's funny to distort reality like this and to confuse and distract people.

What is wrong with people, honestly? We can blame the technology, we can blame the Googles of the world and the Facebooks of the world, but at the end of the day, there is a knucklehead human being behind the screen somewhere doing this, and you gotta ask yourself, what is wrong with us?

CHAKRABARTI: Yeah. In some cases, it's a very concerted effort to discredit other ways of viewing the world, politicians, et cetera, that comes from both internally and externally to the United States.

But in terms of the individual knucklehead, which is a, I appreciate your soft words there, Professor Farid. But isn't that, you're right, isn't that the core problem that what these companies are doing is simply leveraging like terrible desires in us already? And what should we do as individuals to resist the urge to be the factories for these social media companies for the creation of misinformation and disreality.

FARID: I think that's exactly right. What social media has done is bring out the worst in us. Let's be honest, both in terms of what we share and how we interact with people, because the fact is that outrage sells. That when you are outrageous, when you post things that are salacious and conspiratorial and angry, you get more interactions.

And you get your little monkey brain reward system, it likes that. And social media has tapped into that. Because that's what drives engagement, that's what drives delivering ads, and that's what drives profit. It's a simple equation. And frankly, if you are still on Facebook, if you are still on Instagram, if you are still on X, you should get off.

It is terrible. It is terrible for you. It's terrible for society. It is just a failed experiment in my opinion. You want to talk to your friends? Great. Talk to your friends. But social media has become absolutely radioactive, and I think is net negative to the world at this point.

CHAKRABARTI: I'm hearing you say that we are in a world now where we should be skeptical of almost every visual image that we encounter.

Is that how you're walking around in this world? You're in the business of trying to identify signs of manipulation.

FARID: Yeah. No, and it's not. And I think Isaac said something that is misleading. He said if you see a photo in the New York Times, you should be skeptical. First of all, let's not equate the New York Times with X and Facebook.

The people at the New York Times are serious people who do a serious job. And there is journalistic ethics and standards. So when photographs are published, they know something about them. You can trust that somebody has done their job. Is it perfect? No. But you can't say that about X and you can't say that about Elon Musk.

So let's not treat the New York Times and NPR and the BBCs of the world in the same way we treat a social media feed. Those are not the same thing. So when I go to a serious news outlet, no, I'm not inherently skeptical. I trust that those people did their job. Now, am I skeptical anytime somebody sends me something or anytime I see something online?

Absolutely, if I don't know the source, but once I know the source, I've got a pretty good prior of what I know to believe or not to believe.

CHAKRABARTI: Although I have to say, media companies could, if they wanted to, be on the forefront of helping create a culture where there's more transparency, right? Like, why not also publish, this photo was cropped, this photo, the contrast was tweaked, this photo, whatever AI may or may not have been used to create the image that finally ends up on the website or the newspaper.

FARID: I completely agree. And if you look at most media outlets, they have a pretty clean set of rules of what you can and can't do. And there's a world of a difference between cropping an image and brightening it and white balancing it, and adding in an entire human being or removing objects in the image.

But I agree with you. I think we should be transparent on what was done with the photo. And show me the original photo. Because there's no reason not to do that at this point.

CHAKRABARTI: Also, I just have to say, I don't want to live in a world where every image is a magazine cover. You know what I mean?

The beauty is in the imperfection.

FARID: Yeah, we haven't even talked about this, but the bizarre reality that is fashion photography. And the body image issues that it has created because we have gone from airbrushing out boogers from people's face, as Allison was saying earlier, to creating completely implausible human beings anymore.

And yeah, and maybe there will be a throwback. I like seeing my students around campus now with Polaroid cameras. This makes me so happy. They're out there taking Polaroids and waving the film and then hooking it up. And maybe there's going to be a throwback to real authenticity because, say what you will about the internet.

Authenticity would not be at the top ten list of things I would enumerate.

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Millions of people now own smartphones where, with just a tap, you can erase people from pictures -- and even add AI generated content that never existed. What does this mean for our shared reality?

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TeacherServer is an AI prompting tool similar to MagicSchool, Khanmigo, Eduaide and others, where you choose a tool, type your details into a form, and the AI generates your content.

However, TeacherServer has some specific benefits:

Absolutely Free - TeacherServer is free to use. No ads, no fees, just tools to help you teach.

Amount of Prompts - There are currently over 800 prompt tools for science, social studies, math, reading, writing, art, music, PE, special ed, leadership, parents, higher ed, research, and more.

Speed - TeacherServer uses a locally installed AI server, rather than going through ChatGPT, so you get super quick results.

Full Privacy & Security - All data is processed locally and never stored or shared.

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New AI tools for education are constantly being created. It can be challenging to stay up to date with what is new, as well as determine th…

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Which Parts of These Images Are A.I.-Generated?

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This quiz shows genuine images that were edited with A.I. tools. Your job: Find what’s fake.

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I don't have a subscription to Forbes.com, but you can read 4 articles for free each month.

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2025 will be a huge year for the field of artificial intelligence.

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This resource was shared at the MELEd conference.

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I just learned about this AI tool specifically for English (ESL) teachers! These are some examples of exercises I created using a decodable text from ReadWorks.

You can make a free account at https://app.twee.com/

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TeachAI brings together education leaders and technology experts to assist governments and education authorities in teaching with and about AI. The initiative is led by Code.org, ETS, the International Society for Technology in Education, Khan Academy, and the World Economic Forum and advised by a diverse group of 100+ organizations, governments, and individuals. TeachAI’s goals include guiding policy, building community and capacity, and increasing awareness. To learn more about TeachAI, please visit www.teachai.org/about.

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Get ALL of the the Northstar Standards for Google apps!

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Get ALL of the the Northstar Standards for Google apps!

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Click the link to download a PDF of all the standards. Google Docs is clearly listed. Find standards for Google Drive, Slides, and Sheets under "Additional Google Topics."

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Modules currently available for our 6 most popular topics. Additional modules are in development.

Currently Available

Basic Computer Skills

Internet Basics

Using Email

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Microsoft Excel

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Your Digital Footprint

Supporting K-12 Distance Learning

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Modules currently available for our 6 most popular topics. Additional modules are in development. Currently Available Basic Computer Skills Internet Basics Using Email Windows Microsoft Word Career Search Skills In Development Microsoft Excel Social Media Microsoft PowerPoint Mac OS Information Literacy Google Docs Your Digital Footprint Supporting K-12 Distance Learning

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Get started with Gemini for Google Workspace - Business / Enterprise - Google Docs Editors Help

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With Gemini for Google Workspace, you can use AI-assisted features to draft emails, revise documents, and more. If you have a work or school Google Account, you can use Gemini if your Workspace admin

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Your school district or organization Google account may not have Gemini/AI tools enabled for all users.

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Learn More About Google’s Secure and Protected Accounts - Google

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Sign in to your Google Account and learn how to set up security and other account notifications to create a personalized, secure experience.

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The latest news about Gemini. Start writing, planning, learning and more with Google AI.

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AI writing assistance on any website (e.g., online form) you open in the Chrome browser. It can be turned on in your settings.

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Collaborate with Gemini in Google Sheets - Google Docs Editors Help

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With Gemini in Google Sheets, you can: Create tables. Create formulas. Generate data analysis and insights (Currently only available via Gemini Alpha and Workspace Labs programs). Build char

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Could be a great "everyday digital literacy" topic to discuss with learners!

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All of these features are made possible thanks to Gemini's powerful creation, reasoning and summarization capabilities - grounded in our trusted data about 250 million places around the world and insights from the Maps community. These features start rolling out in the U.S. on Android and iOS this week. You'll also see similar experiences in the coming months on Search - including AI-powered review summaries and the option to ask detailed questions about places.

Check out how we're also helping developers, enterprises and cities with our mapping technology and Gemini capabilities.

Take the stress out of driving

We're introducing a major update to make your entire drive easier from start to finish. It's now simpler to explore along your route before you get on the road - just get directions and tap "add stops." You'll see top landmarks, attractions, scenic spots and dining options to help you plan the perfect drive.

Sometimes driving in unfamiliar areas with multiple lanes, forks and exits can be confusing. To help you anticipate these, our enhanced navigation will show you lanes, crosswalks and road signs clearly on the map. And because no one likes finding out they need to merge at the last minute, we'll show you exactly which lane you should be in: Just follow the blue line in the lane markers while navigating.

We're also giving you more ways to keep you and your fellow drivers informed. As the winter months approach for many of us, you'll now be able to see and report weather disruptions along your route - including flooded, unplowed and low-visibility roads.

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New in Maps: Inspiration curated with Gemini, enhanced navigation and more

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From helping you explore even more with Immersive View to taking the stress out of your drive, here are updates on Google Maps you won't want to miss.

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TEACHERS can currently use Khanmigo for free, indefinitely. You will need to sign in to Khan Academy with your teacher account or create a new teacher account.

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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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Which AIs have you used for classroom work any pros or cons ?

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Which AIs have you used for classroom work any pros or cons ?

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If you have not tried more than Magic School , here are a few others.

https://www.masterycoding.com/blog/top-7-ai-tools-for-educators

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AI in Education: Why Teachers Should Use AI Tools

Since ChatGPT was rolled out in late 2022, the word "Artificial Intelligence" or AI has become more ubiquitous than ever before in a wide range of fields. The effects of this new revolutionary technology are impacting people in various industries, including education. Public reception of artificial intelligence in education falls across the spectrum, with excitement about simplifying content creation and personalizing learning to concerns about our jobs being taken by AI. Whether you as an educator are excited to embrace this new technology, rightfully cautious about its widespread adoption, or have a straight-up fear of the consequences of unmoderated AI usage, it's no surprise that this technology is here to stay. Therefore, it is important that, as professionals in the education industry, we all learn about the power of AI and AI tools, how to use them ethically and find a healthy balance that helps us and the next generation succeed.

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Since the widespread adoption of AI over the past few years, many AI tools for teachers have emerged. These tools can enhance the teaching and learning experience, adapt and personalize teaching techniques to the individual student, save teachers time on grading assignments, or help teachers develop teaching tools like lesson plans and worksheets.

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Before using any of these tools, however, it's essential to have a good understanding of the ethical concerns and potential for misuse of AI. Mastery Coding's AI Essentials for Educators is a self-paced, professional development course that equips teachers and school district personnel with foundational AI literacy to engage productively and responsibly with AI technologies.

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Now that you are aware of the ethical stipulations surrounding AI, and the need to use it responsibly, let's explore some of the top 7 AI tools for teachers in 2024.

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ChatGPT uses a simple chat UI that allows users to generate images and text

Let's start off with a tool you're probably already familiar with: ChatGPT. This free and widely recognized tool is a powerful AI language model that uses advanced natural language processing to facilitate conversations and share information. Using ChatGPT, educators can enhance their teaching strategies, tailor learning experiences to individual students, and hopefully reduce some of their workload.

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Personalized Learning: When a student asks a question, ChatGPT analyzes the context and intent behind the query to provide a customized explanation. For instance, if a student struggles with a specific concept in math, ChatGPT can offer a breakdown of the topic and provide examples that suit the student's level of understanding.

Resource Generation: With its ability to produce educational materials, ChatGPT can help educators develop lesson plans, worksheets, or discussion prompts efficiently.

Language Support: ChatGPT can help students overcome language barriers by providing instant translations and explanations, ensuring inclusivity in the classroom.

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Using AI tools like ChatGPT in education comes with some awesome opportunities, but there are a few things to keep in mind when it comes to students using them:

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1. Misinformation Risks: Even though ChatGPT aims to be accurate, it can sometimes provide wrong or misleading information. Students might not have the necessary skills to tell what's true from what's not, which could lead to confusion and errors

2. Data Privacy Concerns: Using AI tools often means sharing personal information, which raises privacy concerns. Parents and teachers must ensure solid guidelines keep students' data safe while using these platforms.

3. Engagement Challenges: Chat-based interfaces can be tricky, especially for younger students who thrive in interactive, hands-on learning settings. Since ChatGPT is text-based, it can be tough for some kids to stay engaged and absorb the information.

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AI Tools for Lesson Planning and Creating Teaching Resources

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Magic School AI boasts a wide range of AI tools designed specifically for educators

With over 2.5 million teachers using it, this AI tool built specifically for educators facilitates lesson planning, assessments, and student differentiation strategies.

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Lesson Planning AI: Magic School AI has over 70 AI-powered tools that assist educators in creating, implementing, and assessing lesson plans.

Student-centric AI: With more than 40 AI tools made to help students learn, educators can rest assured that their students are practicing critical thinking and actually learning rather than simply receiving answers from the AI.

User-friendly Interface: The platform has been designed for ease of use, removing the need for complex commands for operating it.

Comprehensive Training Resources: Magic School AI offers built-in training, including examples for each tool, certification courses, and video guides.

LMS Interoperability: The platform can seamlessly integrate with Google Classroom and Microsoft, making the export and integration process straightforward for teachers.

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Cost

Free for limited functionality

$99.96/year for unlimited access and full functionality

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Brisk Teaching is an AI powered Chrome extension made for educators

Brisk Teaching is a free AI-powered tool designed to save teachers time and improve the quality of their instruction. It's a Chrome extension that seamlessly integrates with tools such as Google Docs, Slides, and YouTube, providing features ranging from generating quizzes to creating lesson plans.

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AI-Powered Functionality: Brisk's AI capabilities swiftly generate targeted feedback, quizzes, lesson plans, presentations, and more, reducing the time spent on content creation.

Customizable Feedback: Brisk offers multiple feedback styles, including personalized comments and rubric criteria, to enhance the feedback process. AI aids in ensuring each student receives high-quality, consistent feedback.

AI-Driven Curriculum Creation: From lesson plans to quizzes and presentations, Brisk's AI functionality rapidly produces comprehensive and engaging instructional materials.

AI Text Modification: Brisk can instantly convert online text into a simplified or translated Google Doc, ensuring content accessibility for all students.

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Cost

Free for standard plan

$99.99 USD/year for additional features and Turbo AI

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Eduaide offers teachers a multitude of AI tools to generate educational materials

Eduaide.Ai is an AI-driven platform that assists teachers in creating dynamic lessons, generating tailored resources and providing insightful feedback. This AI tool is built to reduce the burden of administrative tasks on educators, freeing up time for them to interact directly with students.

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Lesson Planning and Instructional Design: With Eduaide.Ai, teachers can efficiently design lessons and generate over 100 types of resources using AI.

Feedback Bot: It offers a feedback bot that utilizes AI to provide prompt, relevant, and actionable responses to students. Includes the ability to provide a custom rubric to guide feedback.

Eduaide Chat: Teachers can interact with the AI, ask questions, and brainstorm new ideas as it it were a teaching assistant.

Assessment Builder: The platform includes an Assessment Builder that allows teachers to create assessments quickly, adjusting question complexities to suit their requirements.

Multilingual Support: Language is no barrier with Eduaide.Ai, as it supports AI-assisted planning in over 15 languages.

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Cost

Free for limited use and functionality

$49.99 /year for unlimited access to all resources and tools

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AI Tools for Creating Interactive Activities

Quizizz uses AI to help educators generate interactive activities from existing resources

Engage and motivate every student with Quizizz, the AI-powered educational tool delivering accessible assessment, instruction, and practice in a fun, interactive format. Rrusted by teachers in 90% of U.S. schools, Quizizz helps make teaching more efficient, accessible, and engaging.

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AI Activity Generation: Quizizz uses AI to create interactive learning activities in seconds from websites, PDFs, and documents.

Interactive Worksheets: Transform existing teaching materials into digitized, interactive worksheets with AI assistance.

Gamify Learning: Captivate students with game-like features such as Power-Ups, Leaderboards, and Team Mode.

Cost

Free starter plan available for teachers with limited access

School/District pricing available for full features

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AI Tutor and Teaching Assistant

Khanmigo provides AI powered tutoring and support to students

Khanmigo is an AI-powered tutor and teaching assistant created by the renowned nonprofit Khan Academy. This tool is designed with educators and learners in mind, providing tailored tutoring, support and guidance for students of all levels.

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AI Tutoring Functionality: Khanmigo uses intelligent algorithms to guide learners in finding solutions on their own, stimulating critical thinking and problem-solving skills.

Rubric Generator: Teachers can use this AI-powered feature to construct detailed rubrics within minutes, drastically reducing preparation time.

Personalized Learning Approach: The AI adjusts to individual learning styles and paces to provide a tailored educational experience.

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Cost

Free for teachers

School/District pricing available

$4/month for students

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Flint is a AI-powered tutoring platform designed specifically for schools. It allows teachers to create personalized learning experiences, driven by AI, tailored to meet the unique needs and skills of each student.

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AI Tutoring: Flint uses artificial intelligence to provide personalized tutoring and assessments for each student, based on their unique learning objectives and materials.

Real-time Interaction: Flint's AI engages students in 1-1 conversations, providing real-time feedback and assistance, similar to a personal TA.

Customized Instruction: Teachers can design AI to follow specific rules, choose from 50+ languages to communicate in, and set the reading level and grading criteria.

Personalized Assistance: Flint's AI adjusts to each student's level, aiding when they encounter difficulties while also extending the learning for advanced students.

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Conclusion

In today's tech-driven world, education technology is rapidly evolving, with many AI tools becoming available to teachers and schools. These tools can help teachers save time, create custom teaching resources, and personalize learning experiences to fit individual students' needs. While these advancements are exciting, we also need to consider some of the potential risks.

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Relying too heavily on technology can affect students' critical thinking and problem-solving skills. Plus, even though these platforms aim to be accurate, there's always a risk of misinformation. Without the ability to tell what's true and what's not, students may end up misinformed.

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Another concern is the lack of human interaction. The exclusive use of AI-driven platforms can lead students to miss out on the emotional and social connections that happen in face-to-face interactions with teachers and classmates, which are so important for developing social skills.

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As educators, we need to find the right balance-taking advantage of the benefits of AI while addressing its downsides. This way, we can create a well-rounded educational experience that prepares students for the challenges of the future.

Consider checking out Mastery Coding's AI Essentials for Educators course as a professional development opportunity for your school or district.

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From lesson planning and assignment creation to personalized instruction, discover some of the best AI tools for teachers.

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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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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 the 'Replay' feature, 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.

AI-Powered Professional Tools That Educators Deserve

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. Quickly create instructional materials, share feedback, evaluate student writing, and adjust or translate texts - all without leaving your current workspace. With Brisk, the days of toggling between apps are over, freeing up more time for what you love: teaching.

Prep for the week in seconds with the Create Menu

No matter what grade level or subject area you teach, you can create, personalize, and differentiate curricular materials, lesson plans, quizzes, IEPs, rubrics, and more with the click of a button.

Using Google? Brisk integrates seamlessly with Google workspace. Google docs and forms created with Brisk can be instantly assigned in Google Assignment and Google Classroom. No copy and paste needed.

Drastically reduce time spent grading with feedback in Brisk

Leave feedback for students in four ways: ✨ Glows & Grows, 🎯 Targeted, 📏 Rubric Criteria, and 🪜 Next Steps.
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Brisk's unparalleled 🎯 Targeted Feedback tool instantly crafts Google Doc comments aligned with your rubric and standards, guiding students precisely where they need to revise. (Premium Feature

Inspect writing to understand the evolution of student work

Wondering how students revised their work? With Brisk you can watch a step-by-step playback of your students' revision history, including their copy and paste actions.

Brisk also leverages a cutting-edge AI-detection model to estimate the likelihood of AI writing. This gives you a starting point to facilitate conversations around academic honesty and dishonesty.
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Level educational materials to meet students where they're at

Have you encountered a resource that doesn't match your classroom's reading level? Brisk takes content from any Google doc, article, or website and converts the material into a document that is suitable and leveled for your students. Brisk will simplify complex ideas, shorten lengthy sentences, adjust the word choice, and so much more.

"awesome and brilliant answer"

- Renato N.

"thank you very much for this awesome suggestions. more power brisk!"
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- Arnette F.

"This is amazing!!! The story is great and this saved me hours of work!"

- Vanessa S.

"Just saved me loads of time and a massive headache."
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- Lori M.

"Love the glows and grows!"
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- Jessica L.

Trusted by Over 200,000 Educators

"Brisk Teaching is an incredible AI tool. It serves as a blueprint for instant student feedback - which you can edit on the spot. If this would have come out years ago, more teachers would likely be feeling way less burnout. You can tell this is a product made by teachers for teachers. They thought of everything. If you're a teacher and haven't tried this tool, do it."

"I just have to say, Brisk is the gift that keeps on giving.to my classroom. I have used it almost every day... As a teacher who left teaching because of burnout and came back because I missed the classroom so much, your tool has made my job SO MUCH MORE MANAGEABLE, and has allowed me to give such quality feedback to my students in SECONDS! As an ELA teacher, this is life saving. Truly."

"As a Language Arts teacher, one of the hardest parts of my job is providing enough meaningful feedback for my students. Brisk has allowed me to provide way more specific and actionable feedback for my students. It has also helped me to see more elements of quality that I had previously overlooked in my students' work. The ease of access with Brisk is also a huge bonus. I can use this tool in all of the different platforms that my students use. I can't wait to see future versions - that will continue to help me provide the feedback that my students need."

"This is truly brilliant, the best product I have ever seen in my teaching career of 25 years."

Middle School Teacher
Queens College Taunton

"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."

"I didn't have to learn Brisk, it's so intuitive. It figured out what I wanted, and it didn't take any extra time."

Nicole L.
English Teacher
Derry, New Hampshire

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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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Slides from Kelly O'Brien's workshop on 10/4/24

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Slides from Kelly O'Brien's workshop on 10/4/24

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Khan Academy’s generative AI chatbot is responsibly designed for education, but risks remain. Read Common Sense Media’s Khanmigo review, rating, and privacy guide.

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really helpful chart for translating ESL levels, grade levels, and CCRS levels

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really helpful chart for translating ESL levels, grade levels, and CCRS levels

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Patsy's Chart 2023 - NRS EFL ELP ABE CASAS

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I selected "College" for the Grade level and entered "singular and plural nouns" for the Topic. Khanmigo generated 8 ideas, most of which seemed appropriate for an adult ESL class.

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Oops. Something went wrong. Please try again. | Khan Academy

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Uh oh, it looks like we ran into an error. You need to refresh. If this problem persists, tell us.

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I initially asked for college-level discussion questions about time and temperature. I then asked Khanmigo to simplify the language to make it appropriate for beginning-level adult English language learners. Finally, I asked Khanmigo to provide a data table and graph to be used in the discussion. Interestingly, Khanmigo would NOT provide data or a graph for me, but gave me step-by-step instructions for collecting and organizing data from "a reliable weather data source, such as the National Oceanic and Atmospheric Administration (NOAA) or a similar database."

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Brainstorming discussion topics - Time and temperature

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Currently, learners can use Khanmigo for "tutoring" for free for ONE MONTH. After the first month, it costs $4 per month per learner.

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Copy of Khanmigo Prompts Sentence Frames

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This handout provides a structure for learners to plan for, take notes during, and reflect on a "tutoring session" with Khanmigo. This structure could be useful for work with many different AI tools.

See note above about Khanmigo pricing for learners.

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Note that my prompt asked for images of fraction bars and no images were provided.

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Here is a worksheet based on the same content: https://docs.google.com/document/d/1zMuIHGKULExsiMusFv97DDEV8d8uWXjY/edit?usp=sharing&ouid=108175558245748788804&rtpof=true&sd=true

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Mouth Care: Brushing Residents' Teeth for Nursing Assistants

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Common Sense Privacy Evaluation for MagicSchool.ai

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Pass Basic: Applications and services with a Pass rating have met our minimum requirements for privacy and security practices. Before using an application or service with this rating, parents, teachers, schools, and districts are strongly advised to read the full privacy evaluation as a starting point for the process of vetting the application or service. In addition, a more detailed review should happen before any child or student data is shared with a product.

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LINCS Community | Adult Education and Literacy | U.S. Department of Education

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Artificial Intelligence for the Adult English Language Acquisition Classroom

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How can ESOL teachers draw upon artificial intelligence to enhance their work? Join us for this event on October 17 at 3:00 ET with expert Rachel Riggs, who serves as the Technical Advisor on AI and Emerging Technologies at World Education. Rachel will provide a brief orientation to the topic of artificial intelligence and its impact and use in adult education. Participants will gain and share ideas, tools, and perspectives to support the ethical, effective, and equitable use of AI in English language acquisition classes.

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This framework is designed to serve as a guide for integrating the use of AI in education and training settings with diverse adult learners and workers. It outlines critical considerations across six dimensions to ensure the use of AI aligns with educational goals, addresses biases, upholds ethics and privacy, and more. Each dimension includes targeted questions aimed at the technology and the users to facilitate a deeper exploration and understanding, encouraging a thorough evaluation from both a technical and human-centered perspective. To expand AI knowledge and awareness, each dimension contains useful resources and use scenarios, providing further insights and practical understanding, to aid in a well-rounded decision-making process. To see all of questions and considerations connected to each dimension in one place, open it in this spreadsheet.

Click on each dimension to learn more.

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AI Integration Framework - Workforce EdTech

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This navigator is designed to serve as a guide for integrating the use of AI in education and training settings with diverse adult learners and workers. It outlines critical considerations across six dimensions to ensure the use of AI aligns with educational goals, addresses biases, upholds ethics and privacy, and more.

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When it comes to using artificial intelligence at school, whether in the classroom or for more routine teacher tasks, some educators are all in, while others are fully opposed. And still others are probably curious about AI but aren't sure where to start. But one thing is pretty clear: AI isn't going away anytime soon, so ignoring it isn't really an option! (If you don't understand what AI is or how it works, our training course, AI Foundations for Educators, is a great place to start.)

Using AI successfully in a school setting brings challenges for both teachers and students. For example, AI-based plagiarism already may be a problem in your class or school. Or maybe you've toyed around with the technology but don't know what to try next, or you're not sure how to create prompts that get useful results.. And then there are all those AI tools to evaluate!

No matter where you are on your AI journey, we have practical tips to address your most pressing concerns as well as suggestions for especially useful applications. Below are some handy hacks to help you work with this new technology while keeping privacy and well-being top of mind.

Top-Line Tips

Don't input personal information. No matter what type of generative AI you're using or how you're using it, do not include any personally identifiable information (PII) about yourself or your students.

Use it for language tasks, ideas, explanations, and editing. Generative AI is most helpful as a thought partner, a starting place, and a distiller of information. It's not as reliable for research or fact-finding because it can make things up, or hallucinate.

Keep in mind what you gain and what you lose. Depending on how you're using generative AI, you may save time brainstorming but lose true creativity. Similarly, you may get a quick summary but lose nuance, or draft efficiently but lose your authentic voice.

Verify, specify, and clarify. Double-check the information you get for accuracy, refine your prompt until you get the output you need, and tell the bot how it can improve its response even further.

Include reputable sources in your prompts. If you're using AI to ask for information, include some trustworthy sources so it pulls from those first. This isn't a guarantee that it won't hallucinate, so it's still best to verify, but it's a helpful starting point.

Ask for citations (and make sure they're real). If you decide to use AI as a research tool, ask the bot to include citations and then make sure they're real, reputable sources.

Prompt Engineering 101

Getting the most out of generative AI depends on what you put in. To quote our Outreach team, "It's a tool, not magic!" As the technology evolves, more and more chatbots are designed for specific purposes. But it's still helpful to have the basic skills to design and refine effective prompts. (Fun fact: Being polite to the bots can elicit better results!)

Role, purpose, specifics, sources, refinement:

Role: Who is the chatbot portraying? A tutor? An editor?

Purpose: What is the purpose of its task? To explain? To summarize?

Specifics: How do you want to focus the output? For fifth graders? In bullet points?

Sources: If you're doing research, ask for specific sources and fact-check them.

Refine and correct: Continue with the same prompt but ask for more clarification or point out errors. Did it give you what you need? If not, tell it how!

Check out this huge library of prompts for specific educator purposes, courtesy of AI for Education.

POP Prompt method

Similar to the method above, this one is from Jeremy Caplan of Wonder Tools:

Persona: Give the bot a role to play.

Objective: Define its purpose.

Parameters: Give it very specific instructions about audience, delivery style, reading level, and more.

Educator-Specific AI Applications

What might you do with your prompt-engineering prowess? Always keeping PII in mind, there are lots of ways generative AI could assist you right now. Of course, the quality of results will vary, so remember to correct and refine prompts until you get what you need. And even if it's not spot-on, the output might at least spark an idea or save a bit of time. Below are just a handful of possibilities.

Data aggregation, summaries, and translations

Though AI can't fairly evaluate students or their work, it can help you digest and communicate that information by compiling and summarizing it. AI bots can also translate into different languages (though be aware there could be inaccuracies).

Thought partner

AI can be especially useful when you want to design a new lesson or spice up an old one. For example, if you need a fresh approach to teaching students about symbolism, ask your preferred bot for a list of fun ideas.

IEPs and personalized learning plans

Without inputting any personal student information, you can set parameters to help with the rote elements of drafting IEPs or other personalized learning plans.

Differentiated lessons or practice materials

Tools like Diffit are designed to help educators create differentiated lessons and materials based on students' reading levels.

Scaffolded creative projects for students

By clearly defining how students can use AI, you can specify that it's OK to use AI for activities like prewriting, forming an argument, or developing essay structure.

Individualized student help

You can create (or find) bots that ask students guiding questions, clarify points of confusion, or link concepts to their personal interests!

In-class applications

Below is just a small handful of options, but check out the linked prompt libraries for ideas from other educators. Pairing any student use with AI literacy is definitely recommended!

Have a live debate with a bot using student input.

Prompt-engineer historical figures or characters to chat with.

Have students fact-check or critique AI outputs.

Challenge students to engineer prompts for specific purposes-a process that uses executive functioning and literacy skills.

Check out different prompt libraries: Here's one to help you plan lessons and another that specifies platforms as well.

Use these media picks and discussion questions to explore AI with students.

Evaluating AI Tools

Concerns about privacy and plagiarism sometimes keep schools from fully adopting the use of AI tools, but tech leads and individual educators have started to experiment. So as edtech companies jump on the AI bandwagon, how can you tell which tools are worth your time? To get a full picture, watch this webinar or review the slides from the presentation.

Here are some more top-level guidelines:

Privacy and safety: Most AI tools aren't designed with kids in mind and require users to be at least 13 (or have parent permission). However, some AI tools are designed for the classroom (or have potential uses for the classroom) and have a Common Sense Education privacy evaluation.

Pedagogy: Student-centered, collaborative experiences that integrate AI in truly meaningful ways are best.

Engagement: The most engaging tools are usually challenging but adaptable, visually appealing, and intuitive. Ones that feel relevant also tend to motivate students.

Support: Onboarding, hints, FAQs, progress-tracking, integrations, learning extensions, and varied language/differentiation possibilities are useful features.

Bias and equity: Being accessible at home (if necessary) by all, with outputs that are accurate and don't exhibit bias are important considerations.

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Practical Tips for Teachers to Use AI | Common Sense Education

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Learn about effective prompt engineering, AI tools, and more.

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Scroll down for more resources.

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The AI for Learning and Work initiative is dedicated to exploring the intersection of artificial intelligence and education, and how it can shape the future of the way we live and work. On this page, you can access open resources, professional development offerings and opportunities to get involved.

World Education is committed to advancing digital equity and is leading efforts to build capacity in all areas of the digital equity ecosystem. The world is rapidly changing due to advances in AI and digital technologies, and we believe that education must keep pace to prepare learners for the challenges and opportunities ahead. As a continuation of that work, this initiative provides educators, learners and other stakeholders with valuable insights, resources, and guidance on leveraging AI in the education and training landscape.

Join us on this exciting journey as we explore the possibilities and challenges of AI in education. Together, we can shape a future where technology and learning intersect seamlessly, empowering learners worldwide to thrive in the digital age. For more details, please contact Rachel Riggs at rachel_riggs@worlded.org and stay updated on this emerging area of practice by joining the #AIforAdultEd conversation on LinkedIn!

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AI for Learning and Work - EdTech Center @ World Education

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The AI for Learning and Work initiative is dedicated to exploring the intersection of artificial intelligence and education, and how it can shape the future of the way we live and work. On this page, you can access open resources, professional development offerings and opportunities to get involved.

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Today, many priorities for improvements to teaching and learning are unmet. Educators seek technology-enhanced approaches addressing these priorities that would be safe, effective, and scalable. Like all of us, educators use AI-powered services in their everyday lives, such as voice assistants in their homes; tools that can correct grammar, complete sentences, and write essays; and automated trip planning on their phones. As a result, educators see opportunities to use AI-powered capabilities like speech recognition to increase the support available to students with disabilities, multilingual learners, and others who could benefit from greater adaptivity and personalization in digital tools for learning. They are further exploring how AI can enable writing or improving lessons, as well as their process for finding, choosing, and adapting material for use in their lessons.

Educators are also aware of new risks. Useful, powerful functionality can also be accompanied with new data privacy and security risks. Educators recognize that AI can automatically produce output that is inappropriate or wrong. They are wary that the associations or automations created by AI may amplify unwanted biases. They have noted new ways in which students may represent others' work as their own. They are well-aware of "teachable moments" and pedagogical strategies that a human teacher can address but are undetected or misunderstood by AI models. They worry whether recommendations suggested by an algorithm would be fair. Educators' concerns are manifold.

Everyone in education has a responsibility to harness the good to serve educational priorities while also protecting against the dangers that may arise as a result of AI being integrated in educational technology.

NEW!! Report on AI and the Future of Teaching & Learning

Key Insights

AI enables new forms of interaction. Students and teachers can speak, gesture, sketch, and use other natural human modes of communication to interact with a computational resource and each other. AI can generate human-like responses, as well. These new forms of action may provide supports to students with disabilities.

AI can help educators address variability in student learning. With AI, designers can anticipate and address the long tail of variations in how students can successfully learn-whereas traditional curricular resources were designed to teach to the middle or most common learning pathways. For example, AI-enabled educational technology may be deployed to adapt to each student's English language abilities with greater support for the range of skills and needs among English learners.

AI supports powerful forms of adaptivity. Conventional technologies adapt based upon the correctness of student answers. AI enables adapting to a student's learning process as it unfolds step-by-step, not simply providing feedback on right or wrong answers. Specific adaptations may enable students to continue strong progress in a curriculum by working with their strengths and working around obstacles.

AI can enhance feedback loops. AI can increase the quality and quantity of feedback provided to students and teachers, as well as suggesting resources to advance their teaching and learning.

AI can support educators. Educators can be involved in designing AI-enabled tools to make their jobs better and to enable them to better engage and support their students.

Recommendations: Call to Action for Education Leaders

Recommendation #1: Emphasize Humans in the Loop

We reject the notion of AI as replacing teachers. Teachers and other people must be "in the loop" whenever AI is applied in order to notice patterns and automate educational processes. We call upon all constituents to adopt Humans-in-the-Loop as a key criteria.

Recommendation #2: Align AI Models to a Shared Vision for Education

We call upon educational decision makers, researchers, and evaluators to determine the quality of an educational technology based not only on outcomes, but also based on the degree to which the models at the heart of the AI tools and systems align to a shared vision for teaching and learning. The figure to the right describes the important qualities of AI models for education leaders to consider.

Recommendation #3: Design Using Modern Learning Principles

Achieving effective systems requires more than processing "big data"-it requires more than data science. Applications of AI must be based on established, modern learning principles, the wisdom of educational practitioners, and should leverage the expertise in the educational assessment community around detecting bias and improving fairness. Going forward, we also must seek to create AI systems that are culturally responsive and culturally sustaining, leveraging the growth of published techniques for doing so. Further, most early AI systems had few specific supports for students with disabilities and English learners and we must ensure that AI-enabled learning resources are intentionally inclusive of these students.

Recommendation #4: Prioritize Strengthening Trust

Technology can only help us to achieve educational objectives when we trust it. Yet, we learned through a series of public listening sessions that distrust of educational technology and AI is commonplace. Because trust develops as people meet and relate to each other, we call for a focus on building trust and establishing criteria for trustworthiness of emerging educational technologies within the associations, convenings, and professional organizations that bring educators, innovators, researchers, and policymakers together.

Recommendation #5: Inform and Involve Educators

We call on educational leaders to prioritize informing and involving educational constituents so they are prepared to investigate how and when AI fits specific teaching and learning needs, and what risks may rise. Now is the time to show the respect and value we hold for educators by informing and involving them in every step of the process of designing, developing, testing, improving, adopting, and managing AI-enabled educational technology. This includes involving educators in reviewing existing AI-enabled systems, tools, and data use in schools, designing new applications of AI based on teacher input, carrying out pilot evaluations of proposed new instructional tools, collaborating with developers to increase the trustworthiness of the deployed system, and raising issues about risks and unexpected consequences as the system is implemented.

Recommendation #6: Focus R&D on Addressing Context and Enhancing Trust and Safety

Research that focuses on how AI-enabled systems can adapt to context (diversity among learners, variability in instructional approaches, differences in educational settings) is essential to answering the question "Do specific applications of AI work in education, and if so, for whom and under what conditions?" We call upon researchers and their funders to prioritize investigations of how AI can address the long tail of learning variability and to seek advances in how AI can incorporate contextual considerations when detecting patterns and recommending options to students and teachers. Further, researchers should accelerate their attention to how to enhance trust and safety in AI-enabled systems for education.

Recommendation #7: Develop Education-Specific Guidelines and Guardrails

Data privacy regulation already covers educational technology; further, data security is already a priority of school educational technology leaders. Modifications and enhancements to the status quo will be required to address the new capabilities alongside the risks of AI. We call for involvement of all perspectives in the ecosystem to define a set of guidelines (such as voluntary disclosures and technology procurement checklists) and guardrails (such as enhancements to existing regulations or additional requirements) so that we can achieve safe and effective AI for education.

Listening Sessions

The U.S. Department of Education's Office of Educational Technology, with support from Digital Promise, held listening sessions about Artificial Intelligence (AI). We connected with all constituents involved in making decisions about technology in education, including but not limited to teachers, educational leaders, students, parents, technologists, researchers, and policy makers.

The goal of these listening sessions were to gather input, ideas, and engage in conversations that will help the Department shape a vision for AI policy that is inclusive of cutting-edge research and practices while also informed by the opportunities and risks.

Blog Posts

Need More Info?

Contact ed.tech@ed.gov with questions.

Please Include "OET AI" in the Subject Line

For a print-out and summary of the Artificial Intelligence Initiative, please review our AI One-pager

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Artificial Intelligence - Office of Educational Technology

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OET is working to develop policies and supports focused on the effective, safe, and fair use of AI-enabled educational technology.

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View a series of short videos and take a test to earn a certificate. (Unfortunately, the certificate does NOT include time spent for purposes of CEUs.) The content focuses on Khanmigo specifically, but much of the learning would apply to other AI tools.

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Oops. Something went wrong. Please try again. | Khan Academy

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Uh oh, it looks like we ran into an error. You need to refresh. If this problem persists, tell us.

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AI Competency Framework for Teachers (UNESCO)

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AI Competency Framework for Teachers (UNESCO)

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AI Competency Framework for Students (UNESCO)

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AI Competency Framework for Students (UNESCO)

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Google Applied Digital Skills Lesson (for learners)

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

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Free, self-paced course from Common Sense Education

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Training Course: AI Foundations for Educators | Common Sense Education

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Join Common Sense Education's event, Training Course: AI Foundations for Educators, for strategies when teaching and learning with media and technology.

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"The world is changing."

That's the big takeaway from a new report on teen and young adult perspectives on generative artificial intelligence (AI) co-authored by the Center for Digital Thriving, one of the Ed School's emerging research and innovation labs housed at Project Zero. According to the report, students have quickly developed habits, concerns, and opinions about AI and how its use impacts learning and the world at large.

For the report, Teen and Young Adult Perspectives on Generative AI, written in partnership with Common Sense Media and Hopelab, two different studies were conducted and used: the first a large national survey of digital technology and youth mental health.

The report's second survey, which will be published in full at a later date, included an open-ended question asking more than 1,500 teens ages 13 to 17 to describe one thing they wanted adults - both parents and teachers - to know about how teens use AI. Some major areas were highlighted in their responses, listed below, including their concerns about the technology and its impact.

AI Is Not Only Used to Cheat
Of the teens surveyed, many admitted to using AI to cheat on assignments, homework, or tests. But while academic integrity remains a concern for both adults and teens alike, many study participants highlighted positive academic experiences they've had with generative AI. AI was called "the modern approach to learning," while other teens surveyed pointed out that "not all kids use it to cheat in school."

Reflecting insights heard from teens and young adults about their excitement for the future of generative AI, teens also wanted adults to know they can be trusted to, as one participant wrote, "use it in a good way," such as asking for help starting papers or to create an individualized learning plan.

AI Helps with Getting Answers for Unasked Questions
In the report's quantitative study, half (51%) of young people ages 14-22 reported using generative AI at some point, but only 4% claimed to be daily users. The most commonly reported use for AI was getting information (53%) and brainstorming (51%). The study also noted that Black and Latinx young people were "significantly more likely" to use AI than others surveyed. Many noted generative AI can help teens get answers to questions they may be too afraid to ask adults, or for guidance on what to say in conversations.

While hallucinations and the risk of incorrect information dissemination remains a serious concern of generative AI models, many study participants said they use generative AI platforms and get answers for important questions they may be afraid to ask the adults in their lives.

"Parents should know that AI gives teens advice on any subject that it is asked, appropriate or not," warned one teen surveyed.

AI Is a Space to Explore and Create
One of the most positive things about generative AI was its potential for creativity and exploration. Many participants reported using AI for fun or to be creative. Of generative AI users ages 14-22 surveyed, 31% said they use it to "make pictures or images," while 16% "make sounds or music" and 15% say they use it to write code.

Teens think adults should know that generative AI offers "a way to show my creative style," while other creative outlets included writing lyrics to songs and making digital art.

AI Can Lead to Bullying, Lying, and Disinformation
While some surveyed noted that generative AI can be a safe space for companionship and comfort, many others stressed the potential AI-related harms of bullying. "You can use it to take someone's voice and make it sound like they're saying something they didn't say," wrote one survey participant.

A number of teens surveyed described examples of using generative tools to create voices and images that can be used to enhance bullying in and out of school. Teens said adults should be aware these "deep fakes" can even be used against them, with some students mimicking their parents' voices with AI to trick teachers, school administrators, or their other parent.

AI Can be Both Positive and Negative
Teens surveyed were acutely aware of both the potential and fears of generative AI, with 41% saying its development will likely have both positive and negative impacts on their lives in the next 10 years. Specific demographics were particularly sensitive to its dangers, as LGBTQ+ teens are much more likely to say generative AI will have a "mostly negative" impact on their life (28%) than cisgender/straight young people (17%) surveyed.

Across demographics, those surveyed also expressed fears about AI's impact on their future job markets, especially the creative pursuits they mentioned above. They also highlighted potential privacy concerns, and generative AI's use to create and spread misinformation and disinformation.

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Students Are Using AI Already. Here's What They Think Adults Should Know

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A new report details what teens think parents and teachers should know about how they use, or don't use, generative artificial intelligence

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Free, 2-hour course from Google

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Michael Matsuda, Superintendent of SchoolsAnaheim Union High School District

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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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Teaching with AI: A Practical Guide to a New Era of Human Learning a book by José Antonio Bowen and C. Edward Watson

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How AI is revolutionizing the future of learning and how educators can adapt to this new era of human thinking.Artificial Intelligence (AI) is revolutionizing the way we learn, work, and think. Its integration into classrooms and workplaces is already underway, impacting and challenging ideas about creativity, authorship, and education. In this groundbreaking and practical guide, teachers will discover how to harness and manage AI as a powerful teaching tool. José Antonio Bowen and C. Edward Watson present emerging and powerful research on the seismic changes AI is already creating in schools and the workplace, providing invaluable insights into what AI can accomplish in the classroom and beyond.By learning how to use new AI tools and resources, educators will gain the confidence to navigate the challenges and seize the opportunities presented by AI. From interactive learning techniques to advanced assignment and assessment strategies, this comprehensive guide offers practical suggestions for integrating AI effectively into teaching and learning environments. Bowen and Watson tackle crucial questions related to academic integrity, cheating, and other emerging issues.In the age of AI, critical thinking skills, information literacy, and a liberal arts education are more important than ever. As AI continues to reshape the nature of work and human thinking, educators can equip students with the skills they need to thrive in a rapidly evolving world. This book serves as a compass, guiding educators through the uncharted territory of AI-powered education and the future of teaching and learning.

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MagicSchool's Certification Courses equip you with everything you need to utilize MagicSchool to its full potential, harnessing the power of generative AI for educators to create engaging and tailored educational content to support you in the classroom.

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Gemini has a modified version for Google account users ages 13-17.

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Common Sense Media improves the lives of kids and families by providing independent reviews, age ratings, & other information about all types of media.

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Join thousands of teachers saving 10 hours a week using AI to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more. Free to sign up at www.magicschool.ai.

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20 quick videos (most under 4 minutes) to support teachers using MagicSchool in Atlanta Public Schools

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Paid version

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Gemini Advanced - get access to Google’s most capable AI models

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Experience Google’s most capable AI models, priority access to new features, and a 1 million token context window

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Written by Salman Khan, founder of Khan Academy.

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Brave New Words: How AI Will Revolutionize Education (and Why That’s a Good Thing)

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How AI Will Revolutionize Education (and Why That’s a Good Thing)