School leaders and teachers take time-honored milestones into account as they plan for a successful new year. The anticipation of student schedules, teacher assignments, fresh school supplies, and back-to-school nights build an excited buzz in communities across the country. Schools are skilled at predicting activities that set the tone for the academic year.
In the 2023-24 academic year, however, a completely new and significant topic has burst into schools and must be recognized—generative artificial intelligence.
The generative AI industry is moving into education quickly and many people do not understand the terminology or what the technology means for work products, work quality, and ethical use.
AI is defined by Merriam-Webster as a “branch of computer science dealing with the simulation of intelligent behavior in computers” and “the capability of a machine to imitate intelligent human behavior.” AI has been incorporated in professional and home life as well as educational technology and teaching practices for years.
What makes generative AI different from previous forms of AI? And what are its implications?
IBM defines generative AI as deep-learning models that can generate high-quality text, images, and other content based on data the models or bots were trained on. IBM researcher and Senior Manager of Exploratory Business Strategy Kate Soule explains “generative AI, how we got here, and how these models work” in an informative tutorial on generative AI on the IBM website.
K-12 schools are quickly coming to terms with four significant issues related to generative AI: 1) how to create policy that addresses generative AI use among students and in schools; 2) how faculty and staff can effectively use generative AI capabilities as instructional tools; 3) what generative AI means in terms of K-12 schools’ responsibility to prepare learners for success in the workforce; and 4) how schools define cheating, plagiarism, and appropriate AI use.
For years, schools have addressed internet safety policies and training for students and staff members. With significant amounts of new information emerging every day, it can be difficult to determine best practices and policy regarding generative AI. Guidance from the U.S. Department of Education’s Office of Educational Technology offers insights and recommendations for the use of AI in teaching and learning. CDW corporation’s EdTech: Focus on K-12 publication provides new AI policy suggestions for school leaders, especially IT leaders, and explores how generative AI is, and is not, appropriate in K-12 schools.
Generative AI exploded on the scene in less than a year’s time. Ways to appropriately utilize the technology in K-12 education are hard to conceive of as teachers work to understand the tools, use them to improve instruction and student outcomes, and retain the human elements of critical thinking and creative outputs in learning. It is crucial that students, and teachers, understand how to effectively use AI as an instructional tool. Numerous generative AI tools are available for student and teacher use, including chatbot applications such as OpenAI’s ChatGPT, Google’s Bard, and Microsoft’s Bing.
Influential and robust education-related organizations such as the International Society for Technology in Education, the Association for Supervision and Curriculum Development, and national principal and superintendent organizations are moving quickly to provide guidance and help schools approach AI use in an informed manner.
Teachers are exploring generative AI for simple tasks such as welcome letters and the more difficult work of developing thoughtful lesson plans. One example of the ability to employ generative AI in the classroom addresses student literacy. This year’s third-graders entered kindergarten in fall 2020. Their crucial literacy years were compromised by the pandemic. Post-Covid, policymakers and educators are keenly focused on building student literacy. Education technology company Houghton Mifflin Harcourt recently announced “new OpenAI-powered integrations within Writable, its award-winning writing practice and assessment solution for grades 3-12.” Teachers can utilize Writable’s generative AI capabilities and customizable writing assignments, prompts, and rubrics to provide targeted feedback and build student engagement.
This fall, interested educators and those interested in education can enroll in ISTE’s 15-hour, self-paced course, “Artificial Intelligence Explorations and Their Practical Use in Schools.”
Geoffrey Alphonso—CEO of Alef Education, a global edtech company—notes “generative AI has the potential to complement” what educators do in the classroom, in timesaving and creative ways, but educators must also be wary of the potential drawbacks. Misinformation is a potential drawback. The FAQ page of Google’s chat-based AI platform notes “Bard is experimental, and some of the responses may be inaccurate, so double-check information in Bard’s responses.” Student safety and privacy concerns are also a part of many discussions.
Generative AI is everywhere, all at once. Its applications have emerged for sales and service industries, business programs, and all aspects of the tech sector. Understanding and properly utilizing these tools will be necessary skills for current K-12 students in the future workforce.
Students recognize the potential of generative AI in education and are leading the charge. The AI x Education conference, organized by high school and college students, as well as recent graduates, encouraged teachers to embrace AI in the classroom. As reported by EdSurge, the organizers produced a conference report and openly available links to session recordings.
Educational technology has been utilized in K-12 classrooms for decades. New options emerge and educators learn how to harness them to benefit student learning and preparation for life as productive citizens after graduation. The rally cry in classrooms has always been a reminder to use technology as a tool for learning, not for technology’s sake. We must keep this in mind as education acclimates to generative AI.
At times, it feels like you might have to be a full-time IT professional to make sense of what is happening at the speed of generative AI. Inevitably, schools will have to embrace generative AI, learn to harness its value, and teach students how to navigate its potential dangers. But first, educators and policymakers must understand the technology well enough to begin that journey. This article’s discussion has not even addressed the complicated conversation regarding the need for clear definitions of cheating, plagiarism, and appropriate use. It is a crucial conversation that deserves, and will get, its own piece.
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