PARKING LOT: Identifying AI Priorities for All K-12 Students Workshop by Bryan Twarek

2025-02-07 15:01:02 UTC

Page 19 foundational content? You spoke about clarifying student learning objectives as goal for this meeting. Are the outcomes starting on page 19 in reimaging CS pathways what you are referring to?

sjudd13 — 2025-02-07 15:20:40 UTC

I have a student who is doing student-led research on AI in education, the military and journalism that will become a paper by the end of the school year. He has an anonymous survey about educator's experiences, and I told him I'd share with this crowd. Thanks in advance for helping a student out! https://docs.google.com/forms/d/e/1FAIpQLSfhoxYDHkNBkTJ3M_i-6yYitnsefg_GDedCcke9NfIwQ0u22w/viewform

2025-02-07 15:21:41 UTC

Can you post the report and dataset from IACE that compared state standards?

2025-02-07 15:27:03 UTC

Are there pre-requisite commitments, values, or knowledge for best uptake of critical questions/interrogation? Seems important to ask with "...for all" goals.

2025-02-07 15:29:01 UTC

Resource introduced by Dr. Sonia Koshy, Kapor Foundation

2025-02-07 15:47:29 UTC

So just a thought...Love the interrogation question idea/approach. We have contextualized AI with a similar question-driven approach. Is there a world where this work can lead with guiding questions?

sjudd13 — 2025-02-07 16:18:29 UTC

We talked about edge detection when looking at the standards, and the amount of math that often takes, which is a lot for middle schoolers. Going to pitch my own work for a minute - and the work of the people I highlighted - in the How CNNs work which made it a lot easier to process edge detection without knowing matrix Math. (The resources are increasingly old and I'm not keeping them updated anymore, but lots of them are still relevant)

2025-02-07 16:27:07 UTC

An outcome of “meaningfully engaging with future PD when it’s available” is really interesting, clever, and insightful.

2025-02-07 16:27:30 UTC

Teaching teachers about AI, teaching teachers to teach about AI. how much distinction is being drawn in current efforts?

2025-02-07 16:31:56 UTC

"What do all adults need to know about AI to function in society?" Dr. Em Thomforde rethinks what it means to be (and teach) a non-CS teacher.

2025-02-07 16:33:44 UTC

This is just an FYI for my own interest...when should the use of AI tools be cited? Any strong feelings on this?

2025-02-07 16:33:48 UTC

Where do the AI ethics conversations in classrooms end up? Ethics is complex philosophy. where do students land in the different approaches?

sjudd13 — 2025-02-07 16:37:52 UTC

A thing I've been thinking about a lot wrt gigo - the input to LLMs is GIGANTIC - we've traditionally talked about gigo with having more representative samples, but with LLMs, the problem is we have too many not-representative samples. How do we change the way we talk about bias in input for LLMs?

sjudd13 — 2025-02-07 16:41:14 UTC

Foundational content gets weird in HS - how much Math does every student needs to know? Bio / Chem / Physics? Personally, I think less than what we currently teach in those subjects, but it's good to have them available. Where does AI knowledge fit on that scale?

sjudd13 — 2025-02-07 17:12:23 UTC

"Interrogation is an important word here" - thinking about the power that we're ceding to these systems directly.

2025-02-07 17:14:55 UTC

Sharing access to GCPS AI Learning Framework & K-12 Continuum (for all) and 3 course CTE high school pathway standards (shared during CSTA 2024) for reference during best practice presentation.

sjudd13 — 2025-02-07 17:25:29 UTC

I recently learned about a tool that acts like a social media system except the data goes only to the teachers. It allows students to see what systems can learn about people, and what it will show them in a safer setting. (Below is a paper about it that links to it - linking directly to the system doesn't give as much info about it.) https://arxiv.org/html/2402.01813v1

sjudd13 — 2025-02-07 18:18:44 UTC

With the focus on CS not generally - what sort of understanding of civics are we expecting of students in a CS class? What foundations in that do we need? (On the slido, but I thought worth posting here maybe?)

2025-02-07 20:01:28 UTC

Virginia Computer Science Standards of Learning: https://www.doe.virginia.gov/home/showpublisheddocument/57144/638609727259600000

sjudd13 — 2025-02-07 21:53:08 UTC

I have done a few workshops run by the Tang Institute - they have a philosophy teacher connect with a CS teacher to create ethics content connected to all the technical content throughout the year. Don't know what they've been up to very recently, but I've been impressed with their content. https://tanginstitute.andover.edu/projects/ethics-project

2025-02-08 14:37:10 UTC

"I got 180. Did you get 180? Wait, they got 180 too! Teacher!! We all got 180!!!"

2025-02-08 14:37:40 UTC

I just want to take a moment and be in awe of this group and this work. The results of these conversations has the potential to positively impact teachers and students for years...just kind of amazed that I am here.

visionsbyvicky — 2025-02-08 14:39:21 UTC

K-2 & beyond lessons about AI. Many of these have been used in upper elementary, middle school, high school, and even in higher ed. All lessons include CSTA standards & AI4K12 Guidelines.

sjudd13 — 2025-02-08 14:46:55 UTC

Computers are not Magic. AI is not magic (despite things that actively have "magic" in their name). That's what is important for our K-2s to understand.

sjudd13 — 2025-02-08 14:47:54 UTC

Also loved the 3Cs and want to use it as a framework - Consumers, Creators and Citizens

sjudd13 — 2025-02-08 14:55:52 UTC

Kate Lockwood's student seeing data science in art and the world around them is #goals for my classes.

2025-02-08 15:52:09 UTC

Trustworthy AI teaching modules for K-12 Educators

sjudd13 — 2025-02-08 16:13:01 UTC

While we are thinking about data privacy: Latanya Sweeney's Data Privacy Lab has a lot of interesting visualizations and interactive things around data anonymity, how it travels, and privacy concerns. I've used it with a lot of classes, and it's often an aha moment for the class. https://dataprivacylab.org

fgmart — 2025-02-08 16:43:28 UTC

"I don't want them to think the Pyramids must be made by aliens because they don't know algebra" -- Amber Jones.

2025-02-08 16:44:57 UTC

Amber Jones examples of career cards, robot horses, speech and facial recognition were all great.

2025-02-08 16:47:13 UTC

In our group discussion, we spoke about examples of modality representation. Many more of these examples need to be surfaced to help educators. I had a few ah-ha moments :)

2025-02-08 16:48:43 UTC

Linking books like Dr Seuss and computational thinking. Of course I enjoyed this as I also write books for children :)

2025-02-08 16:49:49 UTC

The presentation from Mahmoud was good as it really encouarged thought around how much power we had over to companies who generate AI articles and other artefacts "on our behalf".

2025-02-08 16:52:46 UTC

With a full AI plate, using books like the Dr Seuss books to embed digital literacy is a way forward.

I will also add my own book series in here - Amazon.co.uk : ava and chip :)

sjudd13 — 2025-02-08 17:46:49 UTC

The main thing you can cover in a short period of time is how people feel about the topic, building identity and connection. What Emily's class at ReachU does, also talked to Charlotte about what Mark Cuban measures.

2025-02-08 18:10:36 UTC

While I understand the value of understanding how AI works and wanting students to actively create/interact with creating models, etc., I am unsure of how "essential" it is. Students, adults, humans are going to use AI and absolutely see its products daily. If we are really thinking about distilling this down to what is vital to know, I wonder if we can say building AI is more important or as important as understanding when and how to use an AI tool. Also, can we write something that will make sense in 5 years given how quickly developments in AI will continue to happen?

sjudd13 — 2025-02-08 19:29:04 UTC

Why is the most tinker able tool Teachable Machine from 2017.

...good question.