# data[].attributes.headline
What skillsets or knowledge should be scaffolded before introducing children to AI tools?

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What skillsets or knowledge should be scaffolded before introducing children to AI tools?

# data[].attributes.headline
What developmental markers should guide our decisions about when children are ready to meaningfully engage with AI?

# data[].attributes.subject
What developmental markers should guide our decisions about when children are ready to meaningfully engage with AI?

# data[].attributes.headline
How can AI tools be introduced in ways that align with how Lower School children learn (e.g., sensory play, hands-on experiences, role-playing, PBL)?

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How can AI tools be introduced in ways that align with how Lower School children learn (e.g., sensory play, hands-on experiences, role-playing, PBL)?

# data[].attributes.headline
In what ways might attributing human characteristics to AI affect early learners’ understanding of reality?

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In what ways might attributing human characteristics to AI affect early learners’ understanding of reality?

# data[].attributes.headline
What are some age-appropriate tools (like Quick, Draw!) that can be used to teach young children how AI learns?

# data[].attributes.subject
What are some age-appropriate tools (like Quick, Draw!) that can be used to teach young children how AI learns?

# data[].attributes.headline
How can modeling the use of AI tools (rather than giving direct access) support responsible use in early grades?

# data[].attributes.subject
How can modeling the use of AI tools (rather than giving direct access) support responsible use in early grades?

# data[].attributes.headline
What role do analogies, metaphors, and comparison to human learning (e.g., “practicing writing your name”) play in helping young learners grasp AI concepts?

# data[].attributes.subject
What role do analogies, metaphors, and comparison to human learning (e.g., “practicing writing your name”) play in helping young learners grasp AI concepts?

# data[].attributes.headline
What ethical considerations should be discussed with students at each developmental stage when working with AI?

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What ethical considerations should be discussed with students at each developmental stage when working with AI?

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How can we teach students (especially older ones) to be skeptical of AI-generated content without making them fearful of it?

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How can we teach students (especially older ones) to be skeptical of AI-generated content without making them fearful of it?

# data[].attributes.headline
How can digital literacy and emotional regulation skills prepare students for responsible AI use, especially in middle and high school?

# data[].attributes.subject
How can digital literacy and emotional regulation skills prepare students for responsible AI use, especially in middle and high school?

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How do we ensure students don’t become over-reliant on AI for generating answers, especially in writing and research?

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How do we ensure students don’t become over-reliant on AI for generating answers, especially in writing and research?

# data[].attributes.headline
In what ways can AI complement (rather than replace) inquiry-based and hands-on learning in elementary and middle school?

# data[].attributes.subject
In what ways can AI complement (rather than replace) inquiry-based and hands-on learning in elementary and middle school?

# data[].attributes.headline
What are appropriate boundaries for AI use in student learning, and how can we reinforce the importance of “productive struggle”?

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What are appropriate boundaries for AI use in student learning, and how can we reinforce the importance of “productive struggle”?

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What do teachers teachers need to become confident, ethical users of AI tools in the classroom?

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What do teachers teachers need to become confident, ethical users of AI tools in the classroom?

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What strategies can teachers use to stay “in the driver’s seat” when using AI in lessons—especially when student tech proficiency may outpace theirs?

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What strategies can teachers use to stay “in the driver’s seat” when using AI in lessons—especially when student tech proficiency may outpace theirs?

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How can we encourage peer-to-peer professional learning or co-creation of age-appropriate AI policies across grade levels?

# data[].attributes.subject
How can we encourage peer-to-peer professional learning or co-creation of age-appropriate AI policies across grade levels?