One of the advantages of Angie Adams' work in Samsung is that each year she is witness to the way some of the most talented emerging scientists in the country approach difficult problems in a creative way.
They work on AI tools that can recognize signs of panic attacks coming in the opposite direction to children on the autism spectrum in one case, and determine how drones can be used effectively to fight forest fires in another.
What is remarkable about these innovations is that most of their creators are not yet old enough to obtain their driving license. They are part of the Samsung resolution competition for Tomorrow for students in the middle and secondary, and winning means a big price for their schools to buy more technological tools.
Although the finalists of each year is impressive, Adams says that the organizers of the program noticed something different in the cohort of BrainY student engineers of this year.
Among the 50 best teams, 42% used artificial intelligence to feed their inventions. This is up only 6% in 2024.
It is a good thing in Adams' opinion, because it is more than not convinced that students of kindergarten in the 12th year today will use AI in one way or another when they will finally join the workforce.
“I rarely say 100% to anything, but I think the answer is 100%,” explains Adams, principal director of corporate citizenship at Samsung, about the proportion of students who will use AI at work in the future. “We really believe that it is something that starts in class, so we want to make sure that we do our part so that students have the skills to understand, use and create with this emerging technology.”
At the class level, teachers are on the same wavelength.
In a survey on more than 1,000 teachers from public schools – Done through Samsung partners in Donorschoose – 96% said that AI “will become an intrinsic part of education during the next decade.” Just as many said they did not currently have the resources to integrate artificial intelligence into their study program.
The educators were generally optimistic about the use of AI in class, with more than half saying that they already use it and 33% additional saying that they explore how they can integrate it. The most common uses of AI teachers have been to personalize student learning, interactive learning tools and obtaining information on student performance with data analysis.
Their most common concerns about AI were plagiarism, lack of teacher training on AI education tools, its disinformation dissemination potential and a reduction in students' interaction during lessons.
Few teachers were worried about losing their jobs against AI – 5% were affected.
While ADAMs predicts that students will use AI in their careers and that teachers are experiencing its use in their classes, more school districts move to formalize AI in their study program.
Zarek Drozda, director of non -profit data science for everyone, said that his organization has seen the interest of providing an increase in AI and data science courses among school districts, the number of states launching data initiatives from one to 29 in the past four years. The concepts of data science form the constituent elements of artificial intelligence, including popular models of great language as a chatgpt.
“We have experienced rapid growth in state pilots, professional development programs that are supported by the state, revisions of standards,” says Drozda, “(and) the programs for data science and data literacy and Literacy of AI increases fairly quickly. We see a lot of interest from school heads. ”
He says that the attraction of data science is that it provides a concrete onramp to students to learn more about artificial intelligence.
“I think that data science also provides a very convincing framework for students to assess AI tools with some skepticism and deeply understand the use cases,” explains Drozda. “Chatgpt is trained on text data. It will be really good for writing, not so good for mathematics, as an example.”
Drozda says schools do not necessarily need to rush into the construction of AI lessons or programs. They can start with control of spreadsheets, coding languages like Python or teaching students to use AI chatbots.
“No school leader should think that they have to do everything at the same time. “I think that the way in which the data science movement and the literacy of data in particular is the approach of modules the size of a bite. Try two weeks on a concept in mathematics, try this data set to cover the existing unit that you already have on biology ecosystems, teach booms and busts of the economy thanks to data from the Federal Reserve. ”
Districts do not only think of AI in teaching – they explore how it can help with a wide strip of jobs.
Pete is just the IA generator project Director of the Consortium for School Networking, a professional association for Edtech managers from kindergarten to 12th year. The organization has created a series of directives to help school districts to think about their use and artificial intelligence policies.
It is enough to say that the life cycle of the feelings of teachers about AI started in confusion, then the fear that this threatens their work, followed by worries for cheating students, but also the desire to see how technology can be useful with the planning of lessons and other administrative tasks.
“Wherever something new happens is the initial attitude,” he said about the early skepticism of teachers, “but the generator had an impact that you cannot deny.”
The generative AI has the potential to help districts work more effectively, from the management of spreadsheets during bus times.
“Now we can do things that help families and students better than in the past,” says simply. “When we come to the chronic absenteeism of students, by connecting this to a database with the absences of the students and by establishing links with the parents to give them a daily update on (whether their student is there or not, this communication window is so much shorter because you do not have to make the telephone call.”
But the districts must also face something that the philosophy of the culture of the silicon of the culture of Silicon, the developments of the AI: the legal obligations of the schools concerning the protection of the data of the students.
Beyond the potential of artificial intelligence to make administrative processes smoother, there are a multitude of logistical and ethical considerations which, according to the districts, must do in terms of infusion of AI in their programs.
The basis of all AI education should be rooted in critical thinking, he explains, how to ask good questions and assess the answers.
“You look at the results and say:” It does not even correspond to the reality of what I know about this historic event, “says simply. “Because sometimes he hallucinates, being able to say that it makes sense – or makes no sense – becomes important.”
In the end, he simply is not a fan of making artificial intelligence his own autonomous class. Instead, he thinks that it is something that must be integrated into each class so that students can learn to apply it in each discipline.
“The easy thing to do is develop a class. You just need the school board to approve it, in a month and a half, you can be finished, “said just. “What you really look at is fundamentally changing the way you teach things, what nobody wants to hear about because it's really difficult.”
This type of integration of AI is a level of complexity which, according to him, will not be attractive for most districts. This is a process which, according to him, would take years of teacher training to integrate AI into the program – about three to five years “if you work there hard.”
“If you are not working hard, you are going to be late and you are not serving your students well,” says simply, “because in three to five years, each company will expect.
