AI in the Classroom
I was recently asked by a member of my Professional Learning Network (PLN) how my district is addressing artificial intelligence (AI) in our school. Her school system is starting down the road of exploration of AI; specifically, the implications and applications of this game changing technology. As we have started down this journey last year, I was excited to share the steps my district had taken. Indeed, making time to discuss AI is an admirable practice that recognizes the value of collective knowledge and experience about a field with significant dynamism.
She further clarified that she specifically wanted to know which of the following two prevailing dispositions are dominant in my district.  The first approach is marked by limited to no action with AI and assumes that policies and practice will be dictated by another institution or office. The second stance, one that I celebrate, embraces agency and engagement with AI. With this approach, schools are contributors to and explorers of the intersections between AI and education.Â
Both of these approaches are practices that stem from beliefs. Scholar Ron Ritchhart in his work Cultures of Thinking in Action, puts it this way, “Our beliefs shape our practices…(including) the way we organize for learning and the design of learning tasks.” In turn, identifying and reflecting on the beliefs of individuals, teams, and your community regarding AI will be an important step prior to initiating action items or writing regulations.
To help with this venture, I have included ways AI has been used in classrooms that I work with followed by some concerns that have been voiced. As you continue your work with schools, continue to collect examples and concerns of AI use. Moreover, seek ways you can partner with schools’ investigation and work with AI.
- Teaching Assistant/Tutor: Students can use AI to go deeper into content and refresh their understanding of material. More specific actions like editing or giving feedback are uses I have seen in stations or center based classes.
- Thought Partner: Teachers can use AI to bounce ideas about instruction or class design. For example, I asked ChatGPT, “what is needed for deeper learning in my class?” The input was valuable!
- Resource Creator: There are multiple AI tools that can help create images, slides, outlines, timelines, graphic organizers etc. I have also used it to modify the reading level of texts. This saves lots of time!
- Cheating: To avoid students’ using AI to cheat, be sure to review the types of assessments you are designing. For example, you may include specific resources or a specific formator protocol that AI may not be aware of.
- Not Changing Practices: The worst approach schools and educators could take regarding AI is one that avoids or ignores it. Change is part of education’s landscape. To help with this change, I suggest signing up to a newsletter dedicated to AI like “The Rundown.”
To conclude (for now) schools and organizations, including yours, should have a defined point of contact dedicated to the field of AI and its impact on education. For example, your company could start a hub or AI lounge where ideas and practices could be shared. Educators are going to need as much help as possible with this technology. Make your AI beliefs reality!
Written by: Craig Perrier
Educational Thought Leader and Practitioner
Craig is the High School Social Studies Curriculum and Instruction Specialist for Fairfax County Public Schools in Fairfax, VA. He also is an online adjunct professor of education for Framingham State University and the teacher certification program, Educate VA. Previously, he taught at American Schools in Brazil for six years and for six years in public schools in Massachusetts.
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