# data[].attributes.headline
NYSCATE Presentation: Lynn Girolamo (Greece Central School District)

# data[].attributes.subject
NYSCATE Presentation: Lynn Girolamo (Greece Central School District)

# data[].attributes.attachment_link.description
Empowering District Leaders to Build Understanding of AI Integration in Education Lynn Girolamo Greece CSD 2024 bit.ly/NYSCATE24AI Check-in code: nyscateTus5 Edtech leaders are in a unique position to facilitate a thoughtful conversation about Ai in education Empowering District Leaders to Build ...

# data[].attributes.headline
Center for Learning in the Digital Age- University of Rochester 

# data[].attributes.subject
Center for Learning in the Digital Age- University of Rochester 

# data[].attributes.body
Research Project Findings

Funded by a RAPID Grant (180 Schools across WNY)

K-12 Leaders decisions will greatly affect AI in Schools

Most literature is on Instructional Uses

Student Focused

Leveraging AI for Inclusion

AI in Assessment

Obstacles

Teacher Focused

How to Save time

Warnings

Institution Focused

Save time Admin tasks

Cautioning about risks

# data[].attributes.attachment_link.readable_text
Informing decision-making about AI for your school/district

As a K-12 leader you will need to make decisions about how uses of AI may be allowed - or even promoted - in your school/district. This webpage provides a quick introduction to key issues we encourage you to take into consideration when making these decisions.

Click on each of the topics listed below for some brief considerations/recommendations, followed by links to additional "user-friendly" and concise resources we selected to provide support and/or elaboration to those points. These curated resources were produced based on a review of existing literature, combined with data collected through interviews and surveys during the 2023-24 school year from over 150 K-12 leaders in Western New York.

These materials are based upon work supported by the National Science Foundation under Grant No.2333764. Any opinions, findings, and conclusions or recommendations expressed in this paper are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Setting appropriate expectations

Unknowns and rapid changes in AI technology call for decisions that are:

temporary and continually reviewed and modified

accompanied by experimentation and professional learning.

All constituencies should share these expectations.

# data[].attributes.attachment_link.description
As a K-12 leader you will need to make decisions about how uses of AI may be allowed - or even promoted - in your school/district. This webpage provides a quick introduction to key issues we encourage you to take into consideration when making these decisions.

# data[].attributes.body
Benefits for Students

Most respondents indicated that AI is beneficial for students

Learning how to use AI Ethically was the top benefit

AI to leverage the playing field

Accessibility for Students

# data[].attributes.body
Very beneficial for teachers

Saving time for teachers is the biggest benefit

Making better lessons

Better use of Assessment Data

Gaining a better understanding of AI and what it can do

# data[].attributes.body
Concerns for Students

Unethical/Ineffective Use

Teachers taking a hard stance

Misuse by students

Reducing Learning

Increase Inequities

Concerns for Teachers

Cybersecurity/Student Privacy

Inaccuracies/Bias

Unethical/Ineffective AI Use

Over-reliance

AI reducing jobs

Reporting for AI Incidents

Student Cheating

Cyberbullying

Phishing

Teachers/Staff inputting Private Information

Policies and Decisions Made about AI

Very few changes to existing policy

Most reported that current policies covered AI use.

Waiting for SED/BOCES for Policy

Very limited number of staff trained in using AI

# data[].attributes.body
Priorities

Identifying Reliable AI Tools

Dedicated time for learning

High Quality PD/Resources

Guidance from the state

Takeaways

AI here to stay and cannot be ignored

Numerous Potential Benefits for teaching, learning, and other related K-12 Practices

As of Spring 2024, most districts had not yet made policy decisions.  K-12 leaders are creating teams of stakeholders to build capacity around AI

# data[].attributes.body
BUILD KNOWLEDGE

Leaders lack confidence in their knowledge

To get perceived benefits

Have concerns

Continue Learning

Engage other Constituents

Make Decisions

Policy

Tool Selection

Allowed Uses

Seek Resources

NYSED

Support from BOCES

# data[].attributes.headline
How have you integrated AI within your role to district leaders, teachers, students and staff? 

# data[].attributes.subject
How have you integrated AI within your role to district leaders, teachers, students and staff? 

# data[].attributes.body
The goal with this activity is to collaboratively list ideas about integrating AI, through the lens of S.A.M.R.

# data[].attributes.body
Can view website to find more background information.

# data[].attributes.attachment_link.readable_text
The Technology Integration Matrix

The Technology Integration Matrix (TIM) provides a framework for describing and targeting the use of technology to enhance learning. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal-directed. These characteristics are associated with five levels of technology integration: entry, adoption, adaptation, infusion, and transformation. Together, the five characteristics of meaningful learning environments and five levels of technology integration create a matrix of 25 cells, as illustrated below. All TIM descriptors apply equally well to online and face-to-face instruction, Developed by the Florida Center for Instructional Technology (FCIT) in 2005, the TIM is now in its third edition (2019).

# data[].attributes.body
Matrix for teachers. Left column establishes use for technology. Teachers should have an answer or set a goal to answer "How do I want my students to use this tool?"

# data[].attributes.body
These can help frame and guide teachers efficacious use of a tool.