AI - We're living in the future

 Exploring AI in Education: Enhancing Learning and Efficiency

I jumped on the “Magic School” Bus of AI immediately when I began reading about it in newsletters from DitchThatTextbook and AJ Juliani and receiving some PD from the Illinois Learning Technology Center over the past couple of years, so my journey with artificial intelligence (AI) isn’t brand new.  I’ve been actively integrating it into both my personal life and professional work for quite some time. From brainstorming new ideas to streamlining everyday tasks, AI has become a tool I rely on for efficiency. After learning some, I quickly understood its ability to help teachers save time on tasks.  I particularly love this quote to capture that idea. 

 

I’ve even had the privilege of leading professional development sessions, helping other educators harness the power of AI in the classroom. This exploration, however, allowed me to dive deeper.

A Deeper Dive

For this post, I wanted to build on what I already know starting with Arizona’s Guidance for K-12 Educators. This document provided an excellent framework for teachers who are new to AI, outlining both its potential and the ethical considerations that come with using it in schools. One aspect that stood out was the emphasis on student data privacy, which, coupled with concern about accuracy of information seemed to be the first two items teachers asked questions about when learning the basics. Teachers must be aware of how AI platforms collect and use student data to ensure they’re protecting their students while reaping the benefits. 

I also explored AI and Student Data Privacy. This resource helped highlight the need for strict safeguards around how student information is stored, shared, and used to avoid FERPA violations.  It’s clear that while AI has the potential to transform how we tailor instruction, it requires robust policies and practices to keep student data safe that are being grappled with at the school, district, and state levels.  As we have conversations about what our AI policy in our school will look like, the buck continues to get passed up the line. “Let’s see what the district says before we create policy” turns into “let’s see what the state says before we create our own policy.”  However, state policy can sometimes move at a glacial pace, which hopefully won’t be the case with AI as it’s advancing at what seems to be light speed. And as we know from many types of technology, students are on the forefront much sooner than teachers or district administration, but such is the nature of policy creation. 

Affordances and Constraints of AI in Education

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In terms of affordances, AI offers the ability to enhance learning by personalizing the educational experience. For instance, AI-driven platforms like SchoolAI, MagicSchool, and Diffit, can analyze student performance and adjust lesson plans or content in real-time. This kind of adaptability is a game-changer for differentiation, making it easier for educators to meet students where they are. Moreover, AI can automate repetitive tasks like grading, providing feedback, brainstorming creative ideas, and writing parent emails - freeing up more time for teachers to focus on instruction and student engagement.

However, AI in education comes with constraints as well. The most obvious concerns as mentioned earlier are student privacy and accuracy of information. The more AI systems are used, the more data they collect, raising questions about how that data is stored, who has access to it, and how it is ultimately used. As outlined in AI and Ethics, the ethical concerns extend beyond just privacy; there are also issues related to algorithmic bias, i.e. the AI will carry the implicit biases of whomever programmed it and the bank of resources it uses in it’s Large Language Model (LLM) to provide it’s responses. We just need to continue to move at a pace that each one of us is comfortable with and double checking all work that comes out of it.  The 80/20 rule is a good one to live by.  Let AI do 80% of the initial work, but we must check it’s work to make sure it’s accurate and achieving the goal we wanted it to. 

Continuing with AI in the Classroom

I absolutely see myself continuing to use AI in the classroom and in any role I have as it’s simply the direction the world is headed.  The same question could have been asked of Wikipedia when it was initially introduced.  10 years ago, educators scoffed at the idea of allowing it due to it’s potential unreliability, but now, it’s one of the first sites Google will provide when searching for information on a topic. 

Ultimately, my exploration of AI has reinforced its potential and challenges in education, like any new piece of technology.  It’s similar to social media where we have to find the balance and use it to our own level of comfort. We can’t simply shun it, for we’re missing out how to use it with the students we’re responsible for connecting with and educating.  While the potential for personalization and efficiency is huge, it’s essential to be cautious and informed.