From customer service chatbots to personalized shopping recommendations, artificial intelligence has become integral in our daily life. Traditional generative AI tools, which can create original content, have increased considerably in popularity. Many educators have started to explore these tools to rationalize administrative tasks – from the composition of parent emails to the analysis of evaluation data and the differentiation of teaching.
However, some educators always see AI only as a tool of efficiency and consider the use of students as cheating. HAS ISTE + ASCDWe believe that this narrow vision lacks the opportunity to use a generative AI as a catalyst for a real educational transformation. This moment requires more than efficiency gains and academic integrity policies; We must rethink our educational model. OUR Transformational learning principles Provide directing guidelines that support how AI can improve and deepen the learning experience.
These principles constitute the basis of General Work We lead to preparing more than 200,000 educators to use a generative AI for transformational learning. During a recent Convention for Generationai, Dr. Joseph South, director of innovation at ISTE + ASCD, shared five critical executives to guide this transformation, think. Many guidelines below are drawn directly from Dr. South and his descriptions of these five images. I think it should shape any conversation on AI in education. Each manager presents both the challenges and opportunities that educators must consider carefully.
Equity
How can we make sure that those who are most distant from the opportunity benefit as much as those who have more access, power and privileges?
The emphasis on equity and equity must tackle in a reflected way the circumstances and the history of all the students of our schools. But we must also discuss the preparation of teachers to succeed. Students with teachers learning new technologies and teaching methods are advantageous on those who have teachers who continue to teach with traditional methods.
Students must be allowed to contemplate the impact of technology on their daily lives and to develop the skills necessary for their future career. Educational experiences limited to obsolete approaches prevent students from accessing the precious opportunities that teaching improved by AI can offer.
Values
Although the fight against equity provides appropriate access to AI opportunities, we must also examine how our fundamental educational values align with these new tools. How can we make sure that our values lead work rather than the “default” values of the technology itself, which can or not reflect ours?
At the start of my teacher career, I was asked to write my teaching philosophy. While I had trouble articulating my beliefs on teaching and learning, a principle has remained clear: students must be at the center of each decision that I made in my class. The same goes to consider the technological tools to use with students. Are your values and philosophy of teaching represented in the tools you select? For me, I had to make sure that any tool I select will help my students be more creative, to unlock new learning paths or to significantly improve students' experience. This meticulous alignment between our values and our tools becomes particularly critical as we integrate AI into our class practices.
Quality rather than efficiency
The efficiency that AI can bring in class for educators and students change the situation. But do things faster – things that we should probably have abandoned a long time ago – do not serve us well or our students. We must focus on a significant change, not only make the ineffective methods more effective. How can we make sure that we prioritize speed efficiency?
As an occupied educators, sometimes we prefer to go to an automatic driver with what we know and already do that we think hard of what we should TO DO. If AI can spit an unlimited number of real questions, then we really have to consider that a student has a 50/50 chance of guessing the right answer. It is more likely than learning demonstration. This pushes us to create a more significant evaluation element instead, with or without improved AI tool? We have to push ourselves better, not just working faster. AI tools can allow us to improve our profession but will not need it. It's about us.
Professional learning
The deployment of technology is simple. Preparing educators to use it effectively is not. How can we make sure that our staff is prepared and confident to direct and learn alongside our students while technology changes every week (sometimes daily)?
The current professional development of AI often shrinks on specific tools and platforms, lacking the broader opportunity to strengthen sustainable digital skills. These tools change quickly, sometimes daily, making a specific training for the tool quickly obsolete.
Instead, we need to focus on building skills that our teachers and students need to be prepared for everything that comes in their lives by promoting authentic learning and the student agency. In the community of Generationai, we have not spent time on a specific tool. Participants rather engaged in conversations on jobs of the future, the difference between learning and with AI, the implications of the use of AI with tutoring, considerations around academic integrity and the risk of disinformation. The tools will come later, after this essential foundation has been laid.
Transformational learning
In the end, the use of processing technology for progressive improvements is like driving a rocket in a highway. You can Do it, but should Do you do it? This is why we centered our exploration of the power of AI in education around the principles of transformational learning. We must keep the conversation centered on student experience.
The participants expressed their appreciation for not having been bombed by AI tools when they discuss the AI in education. Antonelli Mejia, director of Boston, said that he was “exciting to know more about opportunities and risk … and also to take advantage of the network of national leaders to see what exists and how we can improve our practices.”
While we continue this 15 -month trip with our group of diversified educators, we build more than another professional development program. We create an educational model powered by AI focused on a significant transformation. Educators do not only learn AI – they reinvent American classrooms.
Celine Perea, a Colorado teacher, shared her enthusiasm with us. “I cannot start to express how an incredible opportunity and experience was. I learned so much and I established incredible links with educators from all over the country. I can't wait to dive deep into this work. Let's go! “
Propelled by Google.org, ISTE + ASCD and six coalition partners bring together a diverse group of educators to examine the impact of the generator of education and give educators of time and space to examine its use in a safe and responsible manner. Join the movement at https://generationai.org Participate in our continuous exploration of how we can exploit the potential of AI to create more engaging, fair and transformative learning experiences for all students. Register here.
