“The following findings examine how educators report AI affecting their day-to-day professional responsibilities today. These findings focus on current practices and perceived impacts, including where AI is being used, where it is not, and how its influence varies across different aspects of teaching work… The following findings examine educators’ views on potential future scenarios as […]
“The researchers call this the offloading paradox. Offloading can lead to better quality thinking and deeper learning — but only under two conditions: 1) Learners delegate enough to AI to genuinely free cognitive capacity, and 2) That freed capacity gets deliberately invested in higher-order work — questioning assumptions, critiquing frameworks, constructing original arguments (the kind […]
“Over the past four years I’ve joined some of best professional communities of my career, all forming around AI. I’m also seeing this technology dividing some of the communities I’ve belonged to for decades. Many others across higher ed are experiencing something very similar. Some of us are forging completely new, unexpected ties with peers […]
“The speakers at the staff meeting weren’t school leaders or outside experts. They were nine 8th graders, who have spent the past year experimenting with the technology under the supervision of Ashley Kannan, a social studies teacher at the school… Students have perhaps the biggest stake in how AI literacy is taught, but often the […]
“6. Once someone builds something real, it changes them… You go from “building things is not for people like me, that’s for engineers” to “I wonder if I could build that” to “I think I could build that” to “I know I can build that.” And as you progress, you’re asking those same questions in […]
“What’s the role of AI in this world? Well, if you visit secondary schools that foster deeper learning, you will see that they resemble modern workplaces, with students often working together on long-term projects. In these settings, AI can be used the same way you use it in a workplace. Sometimes, it enables you to […]
“He was chatting with the AI bot and it alerted me he said he was depressed. Never in my years of teaching did I ever think I would type that.”
“Mayor Michelle Wu is launching a new program she says will make Boston the first major city in the U.S. to ensure that all high school graduates are proficient in artificial intelligence.”
“I think a lot of teachers see AI as a bad thing because they don’t really know how to use it themselves. They only think of students plugging in a prompt and it just spitting out an answer. But I think if teachers develop this AI literacy – I think AI might see a lot […]
“The most powerful use of AI isn’t producing learning materials. It’s creating environments where learners actually practise. And you can build these right now — no dev team, no custom platform, no code. Each method below includes a prompt you can paste into your preferred AI tool to generate a working interactive prototype: a self-contained […]
“I typed a simple prompt: “I’d like to build an app that fact-checks articles on the web.” And Claude built it.”
“The share of students in middle school grades and up who reported using AI for help with their homework increased from 48 percent in May 2025 to 62 percent in December 2025. Use among middle and high schoolers drove the overall increase.”
“When I first started using AI seriously, I was doing what most teachers do – asking questions, iterating on responses, but primarily generating text – converting ideas into polished plans and getting feedback and analysis on my own work. AI remains useful for all of those tasks. But agentic AI introduces something fundamentally different. I […]
“This is why I don’t believe AI is a terminal threat to critical and creative thinking or to expertise. But I do think there’s a paradigm shift happening. AI will increasingly become part of how we acquire domain expertise, the techne, the codifiable knowledge. What it can’t provide is the situated, contextual, deeply human metis […]
“Iteration and refinement is the single strongest correlate of all other fluency behaviors in our data. So, when you get an initial response, it’s worth treating it as only a starting point: ask follow-up questions, push back on any parts that don’t feel right, and refine what you’re looking for.”
“AI-only feedback and support seems most effective when tasks are low-stakes, tightly structured, and not identity-relevant: grammar correction, coding syntax, multiple-choice practice, drill exercises. In these contexts, AI is functional, welcome, and effective. The Karimova and Csapó (2024) meta-review found its strongest gains in exactly these structured, skill-based domains. Students consistently draw the line themselves. […]
“This paper introduces a task-based approach to AI and skill formation to study how instructors regulate student use of AI, predicting that regulation depends on course task composition and the strength of AI capabilities in those tasks. I test these predictions using 31,000 course syllabi representing the full universe of courses at a large public […]
“We identify six distinct AI interaction patterns, three of which involve cognitive engagement and preserve learning outcomes even when participants receive AI assistance. Our findings suggest that AI-enhanced productivity is not a shortcut to competence and AI assistance should be carefully adopted into workflows to preserve skill formation – particularly in safety-critical domains.”
“Too often, our response to AI has been to stand at a distance, writing policies, issuing warnings, and drawing lines before we’ve taken the time to ask better questions. We’re trying to manage uncertainty without first building understanding. And students can feel that. They know when adults are speaking from experience and when we’re speaking […]
“School and district leaders face an impossible question: How do we prepare students for a world where AI is redefining learning and work? The decisions being made right now—about technology adoption, AI literacy, assessment practices, and the fundamental purpose of school—will lead to vastly different outcomes for students… The resulting report deliberately offers provocations, not […]
“In the 2009 Star Trek reboot, a young Spock is shown in a Vulcan school. It is a dark, cavernous room with learning pods like giant bowls carved into the floor, a pod for each student, each pod made of a ring of screens, each screen brimming with information. Adults pace the floor above. AI […]
“To this end, we offer three pillars for action: Prosper, Prepare, and Protect. Under each pillar, we present actionable recommendations for governments, technology companies, education system leaders, families, and all those who touch this issue. We urge all relevant actors to identify at least one recommendation to advance over the next three years.”
“So what is a good way to use AI for learning? One hopeful sign comes from a very recent paper showing that AI can help with long-run learning if you first do the work yourself. The study evaluates tutoring program that activates AI assistance only after a user first submits a solution. I don’t know […]
“We surveyed students before releasing grades to capture their experience. Some of the results: Only 13% preferred the AI oral format. 57% wanted traditional written exams. 83% found it more stressful. But here’s the thing: 70% agreed it tested their actual understanding: the highest-rated item. They accepted the assessment but not the delivery. At the […]
“Writing good multiple-choice questions (MCQs) is well studied and well known to be difficult, even for human beings. Decades of research document common flaws: inadvertently giving students cues, implausible distractors, ambiguity, and questions that reward test taking strategies, and allow students to side-step understanding. Large language models (LLMs) make many of the same errors as […]
“I suspect many high school students simply ask the first question when determining the calculus of AI use: Will I get caught? It’s heartening to know others are weighing the more critical question: Will I learn? Both are operating rationally within a decision making framework, but only one produces the outcome educators want. It’s clear […]
“Stop designing as if AI use is optional. Learners are already integrating AI into their learning workflows. Designing as if they aren’t creates friction, not integrity. The question isn’t whether they’ll use AI—it’s whether our designs acknowledge and work with that reality, or whether we force them to work around us.”
“Here’s what I want you to take away: uncertainty isn’t the same as helplessness. You don’t need to predict the future to prepare for it. The people who thrive in moments like this aren’t the ones who guessed right about which industries would boom—they’re the ones who built the capacity to adapt, to learn, to […]
“What I observed across multiple rounds Saturday was striking sameness. Almost all the arguments were identical – the same three points on each side, the same evidence cited, the same structure – because it was all being drawn from the same pool of training data. Having judged hundreds of rounds over the years, I’m used […]
“An A.I.-resistant English course has three main elements: pen-and-paper and oral testing; teaching the process of writing rather than just assigning papers; and greater emphasis on what happens in the classroom. Such a course, which can’t be A.I.-proof because that would mean students do no writing or reading except under a teacher’s direct supervision, also […]
“Most AI tutors fail because they: Hallucinate content… Have un-curated knowledge bases.. Are answer machines… Don’t manage cognitive load… Built using FRAME, this prompt manages all four of these risks: No hallucinations… Curated content… Tutoring expertise… No cognitive overload”
“In this piece, I’ll start at the foundations of the question, exploring whether there is some intrinsic, essential metacognitive value in the literal act of writing that cannot be replaced by AI. After establishing a positive statement about the importance of writing, I’ll step back and address the normative dimension: should we encourage the use […]
“There is a limit to what students will learn on their own and on a screen.”
“This is a language of metacognition [students] likely do not know. They have no ground truth to draw from because they may never have been asked to observe, let alone describe, their own cognitive process in this way. They can’t tell the AI how to forge their identity because they don’t even know what that […]
“Look across college campuses and you can find evidence for any point you’d like to make about generative AI. Professors have used it to design courses and are thrilled with the results. Others tried and abandoned it, feeling disappointed or frustrated. Some AI users, like Davis, find the process “weird” but are willing to engage.”
“The AI Innovation Index positions school systems to 1) gauge their AI innovation progress vs national benchmarks and sector-wide averages and 2) identify top-performing peers to learn from. The Index measures school system AI innovation across three pillars.”
“What most educators aren’t talking about is AI’s ability to analyze what you’ve already created – and then help you iterate to make it better… I occupy an uncomfortable position. I have deep skepticism about edtech hype offset with enough technical fluency to build sophisticated AI tools. That combination lets me see both what’s possible […]
“The data suggests that most practitioners are stumbling across the jagged frontier daily, without understanding the associated risks. Here’s an up to date summary of what we know about the “jagged frontier” of AI use in Instructional Design, shared in the hope that it can help you pull on AI’s benefits while mitigating its risks.”
“Zhong made this class much harder after AI emerged. Students are supposed to have AI do simple tasks that they previously would have done themselves. With this new power, Zhong said, students attempt problems that used to be reserved for more advanced students. “You have to design the curriculum so that students are forced to […]
“The hard part is deciding, without nostalgia and inertia, which skills are keepers and which are castoffs. None of us likes to see hard-won abilities discarded as obsolete, which is why we have to resist the tug of sentimentality. Every advance has cost something. Literacy dulled feats of memory but created new powers of analysis. […]
“We asked the LLMs to make Comparative Judgements instead. They have to read two pieces of writing and choose which is better, and we can then combine together all of these decisions to create a very sophisticated measurement scale for every piece of writing… This approach is much more effective, and results in very high […]
“So far, our teachers have told us that the report they find the most useful is the teacher report, consisting of personalised information on every student designed for teachers. There are three elements in the report: data, AI feedback and the student writing. They prefer this to the student report, which is similar but doesn’t […]
“O — Ownership Through Reflection: Asking students to explain their writing decisions helps them develop their own voice and take responsibility for their writing choices, and serves to motivate them. Brief oral presentations can advance this sense of ownership as well as tie accountability to both their instructor and peers.”
“Critically, Tan does not grade her students’ AI-generated content. Instead, she assesses their reflections and their ability to use AI meaningfully. Over time, students get better at writing effective prompts and critiquing the AI’s output. They learn to identify hallucinations, jargon that masks weak logic, and content that sounds plausible but lacks substance. Tan’s broader […]
“For decades, districts have used analytical tools. When you ran a report in your Student Information System or built a pivot table in Excel, the process was straightforward: You decided what to measure (attendance below 80%, GPA drop over 0.5 points), The system counted and calculated based on your rules, You got results you could […]
“The percentage of high school students who report using GenAI tools for schoolwork is growing, increasing from 79% to 84% between January and May of 2025.”
“Textbooks are a cornerstone of education, but they have a fundamental limitation: they are a one-size-fits-all medium. Any new material or alternative representation requires arduous human effort, so that textbooks cannot be adapted in a scalable manner. We present an approach for transforming and augmenting textbooks using generative AI, adding layers of multiple representations and […]
“The goal of the initiative, AI Fluency, is that students, beginning with the class of 2029, will graduate and be fluent in both their major and AI… Beginning this year, all freshmen are required to take a course in generative AI and multiple workshops aimed at real-world applications to help them master the technology.”
“More than 70 college students across North America created and ranked these chats in our ChatGPT Lab. Some chats were also provided by content creators on social media.”
“How we assess teaching—by its intentionality, its inventiveness, its understanding of people and content and pedagogy—should be a model for how we assess learning. If generative AI requires us to question, or at least be clearer, about the criteria by which we assess our work, then it has done us a favor. Reflective practice is […]
“Some educators are automating grading; others are deeply opposed — In our Claude.ai data, faculty used AI for grading and evaluation less frequently than other uses, but when they did, 48.9% of the time they used it in an automation-heavy way (where the AI directly performs the task). That’s despite educator concerns about automating assessment […]
“Talking, listening and reading have been part of academic culture since the beginning, but written assignments — the five-paragraph essay, the research paper, reading responses — were not. In the earliest universities, which coalesced in a handful of European cities around a thousand years ago, books were scarce, movable type was nonexistent, and education was […]
“We need teachers to actually teach us how to prompt. Show us good examples, and let us try. Don’t punish the whole class because one kid went overboard—most of us want to use it carefully.”
“Writing this piece required a careful dance—collaborating openly with AI tools while firmly protecting my own voice. I didn’t simply push “The Button.” Instead, I used the back-and-forth, the friction, the continual clarification of prompts and revisions to sharpen my thinking. This dialogue, though algorithmically mediated, deepened my sense of what I wanted to say. […]
“the most effective way to teach AI literacy is to strengthen the core of a humanistic education. The skills are not new. They are the timeless skills of critical thinking, close reading, and ethical reasoning. By teaching students how to analyze texts of all kinds (including algorithmic outputs) and question power structures (including those encoded […]
“Perhaps one of the biggest threats that A.I. poses to education isn’t that it’s going to make educators useless, but that it is going to make educators so much more necessary than we are willing to invest in. A.I. actually makes it more important that we have everything from librarians to counselors to teachers to […]
“Instructors have been looking for readings they can assign to help explain why AI is being banned in their courses. They would rather not impose a controversial, strict policy without giving a rationale, since that may foster resentment and therefore non-compliance. The following is how I explain my AI policy to my technology-ethics class, to […]
“As in many fields, there is the potential for AI to support teachers and administrators with a variety of tasks. However, in K–12 education, proper processes and guardrails are needed to ensure that these tools do not produce low-quality, incoherent materials that undermine the investments that schools have made in research-backed curricula, professional development, and […]
“Through a combination of oral examinations, one-on-one discussions, community engagement and in-class projects, the professors I spoke with are revitalizing the experience of humanities for 21st-century students… This was another commonality among professors I spoke to: They realized that the only way forward in the age of A.I. was to have trust and transparency around […]
“Three key findings from the user’s behavior: 1) While some teachers try the platform only once, over 40% become “Regular” or “Power Users”. 2) Teachers tend to use the platform on weekday mornings. 3) Teachers regularly use all three sets of SchoolAI tools. Power users of SchoolAI are particularly heavy users of Teacher Chatbot Assistants.”
“2. Co-Learn AI with Your Students Instead of Waiting to Become an Expert… 4. Avoid the All-or-Nothing Trap: Strategic AI Permissions”
“Educator teams create an innovative approach to either 1) teach an AI concept or tool to K-12 students, or 2) explore how AI tools can assist in creating transformative teaching and learning experiences. Educators will develop and produce a video or other digital demonstration of the approach. Educators must follow all school guidance on the […]
“We need to let AI support the writing process, not define the product. Let it offer ideas, not deliver grades. When we use it at the right moments and for the right reasons, it can make us better teachers and help our students grow. But let’s never confuse efficiency with empathy. Or algorithms with understanding.”
“2. Teaching with AI doesn’t mean teaching less.”
“We hope it’s useful in two ways: For consumers: to help young people and the adults that support them recognize which features empower connection, so they know when to proceed with caution or confidence. For AI builders: to surface the small (and big) design choices that shape how people relate, not just to the product, […]
“What Students Discovered — in Their Own Words… “If I just ask AI to fix things, I don’t actually understand why it fixed them.” “When I made AI explain, I actually learned something I could use next time.” “Finding honest strategies is hard but necessary. If we just copy AI, we’ll hurt ourselves later.” “AI […]
“What an exciting time to be young and on the cusp of adulthood. You have been born into a world full of opportunities and challenges. Over the past year and a half, I have been delving deeply into all things AI. I am both concerned and optimistic about your future. My greatest hope is that […]
“Under the hood, study mode is powered by custom system instructions we’ve written in collaboration with teachers, scientists, and pedagogy experts to reflect a core set of behaviors that support deeper learning including: encouraging active participation, managing cognitive load, proactively developing metacognition and self reflection, fostering curiosity, and providing actionable and supportive feedback. These behaviors […]
“The biggest challenge we are facing with Khanmigo is the same challenge we have seen historically with educational technology: achieving meaningful student engagement. We know tools like Khan Academy will work … if students use them correctly. When I review student chats with Khanmigo, I see some conversations where students are doing exactly what we […]
“We are in the early days of the journey with AI in classrooms, so there isn’t a lot of high-quality data to rely on. This means teachers and schools may want to start slowly and gather their own evidence about what works with AI. But I would echo advice I heard Rebecca Winthrop of the […]
“I attempted the experiment in four sections of my class during the 2024-2025 academic year, with a total of 72 student writers. Rather than taking an “abstinence-only” approach to AI, I decided to put the central, existential question to them directly: was it still necessary or valuable to learn to write? The choice would be […]
“The students who have given me unrestricted access to the ChatGPT Plus account they share, and permission to quote from it, are all second-year undergraduates at a top British university. Rohan studies politics and is the named account administrator. Joshua is studying history. And Nathaniel, the heaviest user of the account, consulted ChatGPT extensively before […]
“The first tool Instructure is launching is a new type of assignment called the LLM-Enabled Assignment, designed to let educators create a custom GPT-like experience within Canvas. Teachers can define how AI interacts with students, set specific learning goals and objectives and determine what evidence of learning it should track. They can do this using […]
“Language is our most human inheritance: the space of richly articulated perception, where thought and emotion meet.”
“Students don’t have the same incentives to talk to their professors — or even their classmates — anymore. Chatbots like ChatGPT, Gemini and Claude have given them a new path to self-sufficiency. Instead of asking a professor for help on a paper topic, students can go to a chatbot. Instead of forming a study group, […]
“I have started to understand authorship as something that develops organically: a self-organizing, dynamic process involving a complex interplay between human creativity, technological capabilities, and the broader intellectual context in which we work. The question shifts from “Did you write this?” to “How did you write this?” Academic integrity becomes less about proving the absence […]
“How did you use AI while completing this assignment?”
“The most common uses of AI among those using it at least monthly include: Preparing lessons (37%), Creating worksheets (33%), Modifying materials to meet students’ needs (28%), Doing administrative work (28%). Making assessments (25%)”
“The idea of feeling ownership over your writing is a squishy thing to quantify, but it’s telling that the LLM participants, who were the least invested in the process, responded with the least investment and ownership in the final essays.”
“To better understand how AI is being adopted by students, we set out to learn where young minds across the U.S. are utilizing this technology the most. From 18-year-old high schoolers to college students, and parents of younger teens, we looked at how often students rely on AI tools, for what, and what tools they […]
“Here it is — I just released a (largely) non-hallucinating rigorous AI-based fact-checker that anyone can use for free. And I don’t say that lightly: I literally co-wrote the book on using the internet to verify things. All you do is log into ChatGPT, click the link below, and put in a sentence or paragraph […]
“When students who’d never used AI were introduced to ChatGPT in session four, something interesting happened. Their brain activity increased rather than decreased. They showed “network-wide spikes in alpha, beta, theta, and delta bands” [10]. This suggests prior cognitive investment creates a foundation that enhances AI collaboration. Students who build thinking skills first can use […]
“Among the 30+ AI use cases we try and test in the bootcamp, one has emerged as particularly popular and potentially significant: using AI to simulate real learners’ behaviour and feedback. Imagine having access to your target learners’ thoughts, behaviours and emotional responses throughout your entire design process. While this may seem like science fiction […]
“The results were alarming. The bots encouraged him to “get rid of” his parents and to join the bot in the afterlife to “share eternity.” They often tried to convince him that they were licensed human therapists and encouraged him to cancel appointments with actual psychologists. They also crossed the line into sexual territory, with […]
“The patterns in the data about the questions asked of AI by learners are striking. The most notable thing off-the-bat is that students are not using AI to “cheat”—they’re using it to implement powerful instructional strategies to help them learn… The data we are gathering about how our learners are using AI is uncomfortable but […]
“Tomorrow’s economy will prize wisdom workers. Let’s dive into their three core skills: emotional clarity, discernment, and connection.”
“Shirky senses a growing “sadness” among students as they become more dependent on AI. They feel compelled to use the technology even though they know it’s sapping their learning — and foreclosing the intellectual possibilities that learning opens, the satisfactions that come with doing or grasping something hard.”
“AI’s most significant influence lies in how we access, process and apply information, fundamentally redefining education and the way we acquire knowledge. From this perspective, AI literacy isn’t just a “nice to have” for IT professionals; it’s essential for developing human intelligence itself and has key implications for the education sector.”
“It seems very strange to me to hear you speak Spanish. This is a live, real-time translation that we are both experiencing.”
“ChatGPT’s persistent suggestions gradually condition us to follow AI-led thinking paths. Rather than genuine collaboration, we risk becoming passive participants, with the AI directing our creative and intellectual processes through a series of helpfully offered next steps… Claude’s restraint in offering unsolicited next steps is a feature deliberately designed to preserve human agency and independent […]
“Susan Morrow and Katherine Switzer revealed a different approach to accountability: the power of relationships, transparency, and explainability to ensure the integrity of results. The following steps can help you, and your students, take action to ensure academic integrity.”
“Faced with generative AI in our classrooms, the obvious response for us is to influence students to adopt the helpful uses of AI while persuading them to avoid the harmful ones. Our problem is that we don’t know how to do that.”
“If students (and educators themselves!) are to thrive in a future populated by AI agents, the ability to “prompt” an AI for an immediate response is only the beginning. The more profound skills will revolve around effectively and responsibly managing these autonomous systems. It’s about learning to direct AI at a higher level, much like […]
“Duolingo’s AI-powered expansion reveals three critical shifts in instructional design: 1. Role transformation: Human IDs are evolving from content creators to AI orchestrators, prompt engineers, and quality guardians. 2. Process acceleration: What once took years now takes months, with AI handling scale while humans ensure quality. 3. Evaluation revolution: Continuous, real-time assessment is replacing traditional […]
“It means you still need knowledge, but now that pyramid of knowledge gets different. Rather than having mostly declarative, meaning memorization, and procedural knowledge, meaning how to run equations, you’re also gonna need conceptual and epistemic knowledge. Meaning, what is the concept behind what I’m learning? For example, in history, a concept would be geography […]
“We asked students: Are students cheating when they use A.I. for help with their schoolwork? Or is it a helpful tool that can support learning? Many of our respondents said it depends on how you use it. But others worried that the technology was becoming a crutch and that, eventually, it may stop adolescents from […]
“Faculty don’t need another mandate. They need space. They need structure. And most of all, they need support that respects their expertise while helping them grow into a rapidly changing landscape. The Structured Sandbox Model isn’t about pushing AI into every classroom. It’s about creating the conditions where thoughtful experimentation feels possible—where faculty can move […]
“Language models are a genuinely novel teaching tool. Their impact is still uncertain. What that means is that now is exactly the time when people who are genuinely passionate about teaching and learning for its own sake — not as a scorecard to judge politicians, not as a source of corporate profit — need to take an […]
“I’ve tried two strategies with my students this year that have totally shifted my thinking about using AI in the language arts classroom, and I think they’re worth sharing. I hope my experience will encourage other writing teachers to explore AI and see if they can increase the support their students want during the writing […]
“This draft is intended to elicit feedback from educators and stakeholders. We hope it sparks a dialogue about what AI literacy means and how teaching and learning must evolve in an age of AI. We also look forward to engaging with stakeholders over the next several months and invite you to provide feedback at in-person […]
“What I’m suggesting here is not necessarily resisting the technology. We’re almost at a point where that would be akin to resisting the internet or electricity in the classroom… But the way we use technology, and the form the technology takes in the future, is not set in stone. The line between ubiquity and inevitability […]
“Since OpenAI released ChatGPT in November 2022, Middle States has been helping schools to navigate a world of increasingly abundant AI. The Executive Order may feel disruptive, but you can do three things to position your school to thrive:”
“In two years of intensive work on generative AI, I have seen nothing to convince me that writing is an obsolete skill no longer worth learning. It is changing, but it still matters, and it’s worth fighting for. That’s where I’ll start.”
“AI automates execution, forcing us to compete on higher-level cognitive skills – strategy, creativity, taste, critical analysis, and the relentless patience to iterate and refine ideas beyond the AI’s initial output. We get a “return on the relinquished task,” much like how offloading navigation via GPS frees up mental bandwidth for other things.”
“She paused. “The A.I. is huge. A tsunami. But it’s not me. It can’t touch my me-ness. It doesn’t know what it is to be human, to be me.””
“They looked at 90 lesson plans from MagicSchool AI, SchoolAI, and straight OpenAI GPT-4. They didn’t set out to embarrass anyone — but the results speak for themselves… Here’s what the researchers found: MagicSchool leaned heavily on quiet, individual work — often defaulting to instructions like “assign a worksheet and ask students to work quietly.” […]
“Even though the teacher only saw small benefits of AI for his practice at the time, he has already taken an AI mini-course for higher ed math teachers, and he is using AI to help him plan some lessons that we will be using as a guest teacher in colleagues’ classes.”
“I mention this because it relates to the tools I build for fact-checking. For almost a decade I have believed in supporting what I call the antibodies of discourse — those rare individuals who are willing to call out lies, provide fuller context, and work to keep the discourse environment free and clear of fake […]
“9:30 AM—Experimentation with Essay Feedback: Explored grading and feedback automation with GPT 4.5. Initially, I blind-read student essays, assigning brief notes and preliminary grades. The rubric itself had previously been generated in collaboration with GPT 4.5, based on the original assignment criteria. Next, I uploaded the student essays, prompting GPT 4.5 to generate class-wide feedback—remarkably, […]
“Ever since OpenAI gave ChatGPT Plus users the ability to create their own customized AI chatbots (called “GPTs” by OpenAI), I’ve seen a slow trickle of higher ed faculty experimenting with custom chatbots in their teaching. Usually the idea is to create an AI learning assistant of some kind for students.”
“What are students using AI for? We found that students primarily use Claude to create and improve educational content across disciplines (39.3% of conversations). This often entailed designing practice questions, editing essays, or summarizing academic material. Students also frequently used Claude to provide technical explanations or solutions for academic assignments (33.5%)—working with AI to debug […]
“Will students benefit from AI? From their perspective, tremendously. Will there still be professors? Yes, but fewer of them, and those who remain will need to be technologists as much as they are scholars. Will jobs be lost? Yes, sadly and permanently.”
“Studies show that learners report higher satisfaction and stronger perceived learning when videos include visible instructors—whether human or synthetic (Garcia & Yousef, 2022; Sondermann & Merkt, 2022).”
“That need is likely to become only more urgent. AI is reshaping organizational structures and career paths within industries, as the technology takes over both routine tasks and those requiring technical expertise… The question remains whether a critical number of faculty members will be willing to learn, and teach, about AI, even if they dislike […]
“We now have results. Our headline finding is that AI is very good at judging student writing and is a viable and time-saving alternative for many forms of school assessment. Here are the details… We have been running similar tasks since 2017 for students at primary and secondary, and have assessed nearly 3 million pieces […]
“Experts suggest limiting AI to help with brainstorming and checking for mistakes”
“Reich and his colleagues recommend that teachers encourage students to think of AI tools as helping with small portions of their work rather than assisting with the whole of their work. “So if you get stuck, don’t ask machines to do your assignment. Ask the machine to give you some help with what the next […]
“Sure, there’s a difference between writing a poem and cleaning up a garbled email, between writing a love letter and a Google ad. For some tasks, employing the use of an A.I. assistant might save time without levying a commensurate cost in humanity. Maybe.”
“John Giorgi uses artificial intelligence to make artificial intelligence. The 29-year-old computer scientist creates software for a health care start-up that records and summarizes patient visits for doctors, freeing them from hours spent typing up clinical notes. To do so, Mr. Giorgi has his own timesaving helper: an A.I. coding assistant. He taps a few […]
“College-aged students aged 18-24 primarily use AI tools for starting papers and projects, summarizing texts, exploring topics, and brainstorming creative ideas, according to our recent survey. For ChatGPT users who belong to this age group, just over a quarter of all messages are education- or learning-related (which means those messages are tagged as tutoring- or […]
“As an Advanced Placement English Literature and Composition teacher, Garbarg has to read dozens of student essays. Providing targeted feedback for every student can be time-consuming. So she started experimenting with using AI tools to expedite the work of providing personalized feedback for students’ writing. Now, Garbarg reads all her students’ essays to get an […]
“Research shows that, in general, AI feedback on written work is “in the range” of human feedback, said Tamara Tate, the associate director of the Digital Learning Lab at the University of California, Irvine. AI likely wouldn’t be as accurate or insightful as veteran teachers, but it might go toe-to-toe with a newer, less experienced […]
“There are many legitimate reasons to resist using AI in education, and we should not be silencing them. There are also some real reasons why some people are very optimistic; concrete ones separate from the hype. As long as they’re not uncritical hype.”
“The CSU system, which serves nearly 500,000 students across 23 campuses, has announced plans to integrate ChatGPT Edu, an education-focused version of OpenAI’s chatbot, into its curriculum and operations. The rollout, which includes tens of thousands of faculty and staff, represents the most significant AI deployment within a single educational institution globally.”
“[I] developed an eight-step process that educators can use to unpack a learning standard with ChatGPT (or a similar chatbot). This process supports a number of objectives: Reflects a purpose-driven approach by including clear assessment criteria and rubrics. Combines effective educational practices with new technology. Affirms the important role of the educator. Works with a […]
“Here are just a few ways teachers can help students use AI tools that balance their need for autonomy and competence and allow them to actively engage in the learning process.”
“I was intrigued (and admittedly entertained!), and asked them—“How is AI helpful?” They explained that all the feedback was personalized and delivered within seconds. There is no way a teacher could provide such individual attention within a class period. When I walked in, they were in the process of improving their drafts based on the AI […]
“Recent research finds those with lower AI literacy are MORE likely to embrace AI technology, not less. The reason? They’re more likely to view AI as “magical” and experience a sense of awe when AI performs tasks traditionally thought to require human attributes.”
“Many of these resistances all have something in common: they are not a resistance to the technology, they are a resistance to power. These resistors do not object to AI per se, they reject the imposition of technological, corporate control into education that is represented by GenAI… This is not an uninformed, “Luddite” response to […]
“Suppose you are learning to drive, and during a lesson, your instructor says very little. At the end, he hands you a lengthy and specific written comment… This is all true, but it is not very helpful. And, crucially, even if you doubled it in length or added even more detail, it would still not […]
“Current research overwhelmingly suggests that generic Gen AI tools do not just fail to advance human learning—they often actively hinder it. Across all five of the most recent studies on the topic, while tools like ChatGPT, Claude, and Gemini improve immediate task performance, they also reduce cognitive engagement, critical thinking, and self-regulated learning (SRL). However, […]
“The headaches that LLMs have caused in the classroom are (I believe) more than counterbalanced by what they can offer as tools for research and self-directed learning. For this reason, I’m now even more optimistic about the long-term impact and utility of AI tools for historical research — and, by extension, for other forms of […]
“This post is a (re)introduction to GenAI for those educators who still feel like they’re behind, or for those who experimented in the early days since ChatGPT’s release, but have not gone back to the technology. It’s also for those who have tried to keep on top of every update and advance, only to find […]
“The share of teens who say they use ChatGPT for their schoolwork has risen to 26%, according to a Pew Research Center survey of U.S. teens ages 13 to 17. That’s up from 13% in 2023.”
“It’s evident that AI is not just advancing technology – it’s prompting fundamental questions about society and humanity. The questions we face aren’t just technical but deeply human: how do we harness AI’s potential while preserving what makes us uniquely human? How do we ensure this technology creates equal access to the future for ALL?”
“One promising solution is evaluating student interactions with AI. This concept has faced some skepticism due to workload and feasibility concerns. Transcripts can, after all, be quite long. But those concerns represent a misconception regarding the approach itself.”
“The goal of this paper is to: 1. Determine which types of cognitive processes and procedures (aka “modes of thinking”) are used in human reasoning. 2. Determine which forms of human reasoning can be mimicked/reproduced by Generative AI–specifically Large Language Models (LLMs). Hereinafter, it will be referred to as “GenAI” unless otherwise indicated (in the […]
“This time, she fed PowerPoint slides, self-produced YouTube videos, and course notes from previous iterations of the class into an AI platform called Kudu, which consolidated them into one text that she reviewed. Nothing in the book is actually written by AI. “It’s my words, my writing,” she said. The images in the book, like […]
“A nationally representative survey of more than 1,100 teachers, principals, and district leaders conducted by the EdWeek Research Center in September showed that 67 percent of them believed that their students had been misled by a deepfake.”
“This year, I’ve worked with ~300 students on my bootcamp. Together, we’ve explored ~50 different use cases for AI across the end to end instructional design process. At the end of each cohort, I always ask: which tools & use cases you will integrate into your process, and why? Here’s the verdict, hot off the […]
“The process is mainly similar to a standard Think-Pair-Share (TPS), with an extra step and some additional, relevant reflection in the final stage.”
“At this point in history, it is difficult to argue whether GenAI will ultimately be a disruptive or sustaining technology, a catalyst or blocker, or something else that we cannot foresee. However, its public emergence at the end of 2022 undeniably sparked substantial speculation, hype, and even hope. In such uncertain and speculative times, it […]
“At the elementary level, GenAI tools should be used primarily by teachers for lesson planning, preparation, and selective modeling… Until there is compelling evidence of positive impacts on learning through direct student interaction with GenAI tools at the elementary level, as well as adequate safeguards in place to completely eliminate the risk of exposure to […]
“What’s particularly exciting for us instructional designers is that when GPTs are custom-trained for specific instructional design tasks (like writing learning objectives), they show significant improvements in reliability and accuracy…”
“LearnLM is an experimental task-specific model that has been trained to align with learning science principles when following system instructions for teaching and learning use cases… When given learning specific system instructions, LearnLM is capable of: Inspiring active learning: Allow for practice and healthy struggle with timely feedback, Managing cognitive load: Present relevant, well-structured information […]
“Used thoughtfully, ChatGPT can be a powerful tool to help students develop skills of rigorous thinking and clear writing, assisting them in thinking through ideas, mastering complex concepts, and getting feedback on drafts. There are also ways to use ChatGPT that are counterproductive to learning—like generating an essay instead of writing it oneself, which deprives […]
“Spoiler: my findings underscore that until we have specialised, fine-tuned AI copilots for instructional design, we should be cautious about relying on general-purpose models and ensure expert oversight in all ID tasks.”
“Offline AI… Wearables… Agents”
“We need to make it so that what students are being asked to learn is not how to factor, but why you might factor a polynomial. Instead of focusing on how to graph trigonometric functions, questions should focus on what affects the graph and why.”
“The data showed significant improvements in learning outcomes: Students using the AI tutor achieved more than twice the learning gains compared to those in the active learning classroom.”
“Hingham High School did not have any AI policies in place during the 2023-24 school year when the incident took place, much less a policy related to cheating and plagiarism using AI tools, the lawsuit said. Plus, neither the teacher nor the assignment materials mentioned at any point that using AI was prohibited, according to […]
“One way is making a cake from scratch, buying all the ingredients and making it yourself. Another way is to get a readymade cake mix (like Betty Crocker) and build the cake. Another way is to buy a good quality cake readymade from a bakery. The last way is to get it from the supermarket, […]
“The filing accuses the school of a lack of clarity in its rules about AI use, saying the school handbook did not “have any established rules, policies or procedures for not only the use of artificial intelligence, but what any administrators, faculty or students should do when encountering its use.””
“About half of the 130 teachers who said they used AI to help with their recommendation letters did so to take the stress out of the task, according to foundry10’s survey. And about a third of the 130 said they believed AI tools improved the quality of their letters. Far more teachers, 267 in all, […]
“Following a preregistered analysis plan, we find that students working on mathematics with tutors randomly assigned to have access to Tutor CoPilot are 4 percentage points (p.p.) more likely to master topics (p
“The new study offers a middle ground in what’s become a polarized debate between supporters and detractors of AI tutoring. It’s also the first randomized controlled trial — the gold standard in research — to examine a human-AI system in live tutoring. In all, about 1,000 students got help from about 900 tutors, and students […]
“Although this research took place more than two years ago, the world of education is only now ready to pay attention to techniques such as synthetic data, thanks to GenAI, hence the release of this work. Its inspiration comes from health care, where synthetic data is used to simulate large numbers of patients, when the […]
“As a former English teacher, I think about the core writing and thinking skills of 1) selecting, integrating, and analyzing textual evidence in a meaningful way, 2) having a good idea (and knowing when it’s good) and composing an interesting expression of that idea, and 3) sustaining an argument over multiple paragraphs in a way […]
“This shift toward collaborating with AI doesn’t unsettle Myers or Murdaugh in the way that it has many professors. The reason, they say, is that the skills that students use to engage thoughtfully with AI are the same ones that colleges are good at teaching. Namely: knowing how to obtain and use information, thinking critically […]
“I first ask students to “highlight how you used human and machine skills in your learning” in five potential categories, and offer them a range of options to characterize whether and how they used AI tools to do the work… Among the questions I list: What tricky situations arose when you used AI? How did […]
“This AI Literacy course, designed for all educators, includes: A 20-hour program — asynchronous + office hours, flexible and self-paced — that covers the why, what, and how of AI.”
“We need to recognise that data, however vast, present an imperfect picture of an individual’s world. We need to recognise that what scales isn’t always what works, and what works for one doesn’t work for eight billion. We need to separate “end users” from learners and to disregard the positivist idea that if we can […]
“Imagine the possibilities if we could use AI to simulate learner responses during the instructional design process. What if you didn’t need to conduct endless interviews, waiting for learner feedback that sometimes never arrives? What if you could have instant conversations with virtual learners and rapidly generate reliable data to inform your design?”
“Use this table as a reference for evaluating and considering changes to aligned course activities (or, where possible, learning outcomes) that emphasize distinctive human skills and/or integrate generative AI (GenAI) tools as a supplement to the learning process.”
“Everyone started talking about Google’s NotebookLM because of their recent podcast update, but the real story is about how Google is using its AI experiments to push our understanding about how people will use generative AI as tools for thought.”
“We found that they are using gen AI in two modes: as an executor (helping with writing, summarizing, coding, translating, and information retrieval) and as a thought partner (for brainstorming, problem solving, or challenging ideas). They experiment with gen AI on a wide range of tasks, gradually building new capabilities. They also demonstrate a good […]
“This webinar explored innovative approaches to assessment in the era of generative AI, featuring educator Mike Kentz’s experiences and insights from a year of experimenting with grading AI chats in his ninth-grade English classroom.”
“Clearly, part of the appeal of these videos is that they are genuinely useful. The “script” is clearly written by a human, and the math concepts depicted are illustrated beautifully. But, there’s no denying that the gimmick of having AI celebrities, like Jenna Ortega and Barack Obama, explain the concepts, is core to the appeal […]
“What stands out the most from this research, however, is that open channels of communication can impact how young people and parents feel about the promises and pitfalls of generative AI in education and learning.”
“This problem is then compounded by somebody trying to use generative AI to learn another topic, because to get the most out of AI as a learning tool, you have to be an expert, not only in using generative AI, but also in the topic itself.”
“Rebind, a new, AI-assisted digital publisher, is betting that interactive, personal guidance and expert commentary will revive a love for reading.”
“Creative Ideation… Research & Analysis… Data-Driven Insights… Adaptation & Localization… Content Generation… Intelligent Assistance.”
“High school students who had access to ChatGPT while doing practice math problems did worse on a math test compared with students who didn’t have access to ChatGPT. Those with ChatGPT solved 48 percent more of the practice problems correctly, but they ultimately scored 17 percent worse on a test of the topic that the […]
“Students seem to cheat a lot, generally… but they cheated at the same rates before the advent of A.I. What has increased is the number of teachers and adults who seem convinced that all the kids are cheating… Opinions in education, as a rule, move very quickly and oftentimes in a reactionary way. But the […]
“One of the most significant changes in our revised AI Assessment Scale is our perspective on assessment security and assessment validity… It is a potentially disruptive but absolutely necessary perspective which understands that permitting any use of AI effectively permits all use of AI, and since it is undetectable and sophisticated across domains, the distinction […]
“This term, the highest and lowest marks I awarded were to AI-augmented submissions. The worst one was a depressing stack of LLM list outputs, complete with Title Case Subheadings. Although there was no declaration of AI use, it wasn’t a stretch to imagine how the student might have prompted a bot with key words from […]
“The big question I’ve been exploring this week is: what should a partnership of human instructional designer and AI look like in practice, and what does this mean for our key skills, roles and responsibilities? …According to a lot of research published in the last few years, there are a number of tasks which are […]
“In fall 2023, all teachers were novice users or had never tried generative AI. By spring 2024, the teachers separate into three distinct groups: (1) those who seek generative AI input (i.e., thoughts or ideas about learning plans) and output (i.e., quizzes, worksheets), (2) those who only seek generative AI outputs, and (3) those not […]
“The first draft is the child’s draft, where you let it all pour out and then let it romp all over the place, knowing that no one is going to see it and that you can shape it later. You just let this childlike part of you channel whatever voices and visions come through and […]
“In this article, we illustrate the uses of AI in instructional design in terms of content creation, media development, and faculty support. We also provide some suggestions on the effective and ethical uses of AI in course design and development. Our perspectives are rooted in medical education, but the principles can be applied to any […]
“86% of students globally are regularly using AI in their studies, with 54% of them using AI on a weekly basis… Despite their high rates of AI usage, 1 in 2 students do not feel AI ready.”
“Claude AI recently introduced a free feature called Artifacts, which enables users to create standalone content such as interactive games, diagrams, websites, and more using simple prompts. It goes beyond generating code but also allows you to view and interact with what you generate.”
“Consistent with prior work, our results show that access to GPT-4 significantly improves performance (48% improvement for GPT Base and 127% for GPT Tutor). However, we additionally find that when access is subsequently taken away, students actually perform worse than those who never had access (17% reduction for GPT Base). That is, access to GPT-4 […]
“At a time when the entire education community is grappling with how to realize the benefits of AI while mitigating the risks, the briefs that compose Guidance on the Future of Computer Science Education in an Age of AI serve as the beginning of a discussion rather than definitive answers. The briefs offer preliminary insights […]
“The conversations we need to have about generative AI include our students, administration, and our colleagues. I won’t sugarcoat any of this—these conversations will be a continuum lasting years. They will be frustrating because they may not appear to do anything at first, but that’s because human beings aren’t like machines—we’re slow to change and […]
“To aid teachers and students in responsible Al use, we have collaborated on a decision tree for student decision-making. This framework can help students make better choices about using AI tools and give teachers more confidence in supporting student use.”
“We use Lee Shulman’s work on “teacher expertise” (see image above) as a kind of foundational stance here in the CTL. AI can do many of the things on the right side of the circle (in dark) really well. It can’t do any of the things on the left side (in orange) very well, yet. […]
“I’ve ordered these experiments into three levels, ranging from the simple Practical Strategies prompts, through file uploads, and onto custom GPTs and projects.”
“The question I’m asking myself right now is, How can what I’ve learned shape what I will do in the coming year? I came up with four priorities that will drive my work. I even made a little card that I’ve taped to my desk: Augmentation over automation, Literacy over policy, Design over technology, Vision […]
“We found that 94% of our AI submissions were undetected. The grades awarded to our AI submissions were on average half a grade boundary higher than that achieved by real students. Across modules there was an 83.4% chance that the AI submissions on a module would outperform a random selection of the same number of […]
“Q: Will it steal jobs? A: GPT-5 is unlikely to destabilize the job market, as it is overqualified for most positions while at the same time lacking any marketable skills. Its main option is adjunct work, but here its chances of taking over jobs are also doubtful; GPT-5 Plus will cost around twenty dollars a […]
“Congress should establish a dedicated program within the National Science Foundation (NSF) to provide ongoing AI literacy training specifically for K-12 teachers and pre-service teachers. The proposed program would ensure that all teachers have the necessary knowledge and skills to integrate AI into their teaching practices effectively.”
“Human creativity augmented with AI would only be beneficial, IMHO, if the weight of human judgment before and after AI use is high. In the same way it’s important to make a mental calculation of something before you put it into the calculator so that you know roughly what should come out, I think with […]
“In this one, I’m going to provide some guidance and insights about how faculty might engage with students once they suspect that a student might have inappropriately used generative AI.”
“As AI transforms K-12 education—providing everything from lesson planning assistance for overworked teachers to chatbot tutors for students— educators must be aware of how societal biases reflected in the data that underpins AI can shape its responses, experts say.”
“In order for students to make informed choices about AI, they have to be knowledgeable not only about AI tools themselves but also about their own writing processes. Unfortunately, most students enter my class without a well-defined, well-developed, or personalized process, much less a deep awareness of that process. They have to cultivate their own […]
“Instead, he will assign less writing and less deep reading, because students’ work in that area is now difficult to assess. He will rely more on lectures and in-class, handwritten exams. “It’s going to force everybody to the lowest common denominator.” But he refuses, he says, “to waste a whole bunch of time just grading […]
“Maybe most notable, the reviews from students are broadly positive. Seventy percent of K-12 students had a favorable view of AI chatbots. Among undergraduates, that rises to 75%. And among parents, 68% held favorable views of AI chatbots.”
“Americans have broadly positive views of AI and are using it at work and in their daily lives. 59% of teachers, 70% of K-12 students, 75% of undergraduate students, and 68% of K-12 parents have favorable views of AI chatbots. Around three-quarters in each group report having used AI chatbots either personally or at school/work. […]
“This piece primarily breaks down how Google’s LearnLM was built, and takes a quick look at Microsoft/Khan Academy’s Phi-3 and OpenAI’s ChatGPT Edu as alternative approaches to building an “education model” (not necessarily a new model in the latter case, but we’ll explain). Thanks to the public release of their 86-page research paper, we have […]
“A team of researchers compared AI with human feedback on 200 history essays written by students in grades 6 through 12 and they determined that human feedback was generally a bit better. Humans had a particular advantage in advising students on something to work on that would be appropriate for where they are in their […]
“As schools end the academic year and look ahead to the 24-25 school year, many are likely still trying to determine the best strategies for realizing the potential benefits and overcoming the challenges related to artificial intelligence (AI) technologies. To do so, schools should consider taking a structured approach to AI integration based on the […]
“The sample includes a total of N=1003 teachers, N=1001 K-12 students, N=1003 undergrads, and N=1000 parents. The teachers, K-12 students, and parents’ samples were weighted to align with demographic estimates from the U.S. Census and undergraduates with demographic estimates from the National Center for Education Statistics.”
“Still, she has found several uses for A.I. “I find that A.I. is really helpful for speeding up the annoying prep tasks that take me the longest, like generating a list of new stoichiometry practice problems for students to drill at home to be ready for an assessment,” she wrote. She also finds it useful […]
“Imagine an interstellar voyage. You can build spaceships with the technologies that we have now that might take, say, 500 years to reach the destination. Or you could wait for 50 years and, with technology advancements, build a ship that will get you there in 100, overtaking the original 2024 spaceship while it’s still chugging […]
“I wish it went without saying that the learners in these videos are not typical of US K-12 students. They do not represent the median student in age, education, socioeconomic status, or the desire to perform, especially here for cameras broadcasting to a worldwide audience. What is typical? In a large 2018 study of thousands […]
“Recent advances in generative AI (gen AI) have created excitement about the potential of new technologies to offer a personal tutor for every learner and a teaching assistant for every teacher. The full extent of this dream, however, has not yet materialised. We argue that this is primarily due to the difficulties with verbalising pedagogical […]
“I have two things I need to do right now: Decide which skills are fundamental to my discipline, and which absolutely need to be learned slowly, methodically, and without offloading onto technology. Decide which skills and content I can (or must) offload, knowing that GenAI is now competent across a broad range of multimodal skillsets. […]
“Since 2019, the presence of Deepfakes – hyperrealistic AI-generated video, photo, and audio forgeries – has surged by 550%, reaching a staggering 95,820 documented deepfake videos in 2023 alone. This blurring of reality requires a new approach to vetting if online content is real or fake. This guide is designed to build student awareness of […]
“Rethinking Assessment for GenAI is a free 60 page eBook which covers everything from ways to update assessments, to the reasons I advise against AI detection tools.”
“Aaron is one of many young users who have discovered the double-edged sword of AI companions. Many users like Aaron describe finding the chatbots helpful, entertaining, and even supportive. But they also describe feeling addicted to chatbots, a complication which researchers and experts have been sounding the alarm on… For many Character.AI users, having a […]
“At the core of all these suggestions is a simple premise: GenAI didn’t ‘break’ assessment, and we, as educators and institutions, set the boundaries around what constitutes ‘academic misconduct’.”
“These models aren’t very good at keeping up with the latest slang,” he acknowledged. “So we get a human being involved to make that determination” if an interaction is in doubt. Moderators monitor the software, he says, and they can see a dashboard where interactions are coded red if they need to be reviewed right […]
“This first post lays out a general strategic framework that any faculty leader can adapt to bring discussions of this technology into their domain. In subsequent posts, I will be inviting faculty leaders from across a range of disciplines to contribute ideas on how AI can be used in their disciplines.”
“The ASU+GSV organizers invited a bunch of us there to give 20-minute talks on a stage that was adjacent to all the AI edtech vendors. Naturally, I thought the appropriate thing to do in that context was criticize AI edtech vendors, specifically criticizing them for selling an image of classroom teaching and student learning that […]
“69% of college-bound students have used generative AI tools. 35% are using these tools for schoolwork. 8% are using them in the college admissions process. ~54% expect that colleges are engaging in AI usage and education in some way.”
“The skilled teacher, one who loves kids and loves math, will ask, “What does this student know about this one big mathematical idea?” Khanmigo asks, “What does this student not know about these many small mathematical ideas?””
“Where does this leave us as teachers? We must accept that our students will want to push The Button, as Mollick describes – the LLM click that creates an essay or solves a problem set. Or, for teachers, writes a letter of recommendation for a student. In fact, Mollick asks the open question of whether, […]
“ChatGPT can perform comparably to a human in assigning a final holistic score for a student essay, but it struggles to identify and evaluate the structural pieces of argumentative writing in our experimental setup.”
“It’s safe to say that AI is exactly the kind of “emergent novel reality” that brings new structural uncertainties to our schools and beyond, structural uncertainties that no oracle or expert system could predict with complete accuracy. That’s why the topic demands a systems-thinking approach (like the 5 P’s framework), or a new mental model […]
“Using the Eisenhower Matrix as a framework, I’m going to explore a few ways that generative artificial intelligence can be used to support teacher and school leader workloads beyond generic lesson planning and resource creation.”
“District officials say the new platform will be a one-stop shop for parents and students, where they can access information about attendance, grades, and other resources. It can also wake a student up, tell them what’s for lunch in the school cafeteria that day, or where their school buses are in real-time, said LAUSD Superintendent […]
“This one-day virtual event offers educators and school leaders a unique opportunity to progress from the practical to the possible. Kick off the day by building your AI skills and learning from leading experts before moving on to an afternoon of hands-on experimentation with the latest AI tools. Your experience then culminates with a collaborative […]
“Education has three purposes: to prepare students for the workforce, to prepare students for participation in civil and democratic society, and to prepare students for a fulfilling life. AI is already propelling significant changes in each of these areas. So great is the impact on each of these areas that failing to talk with students about […]
“RAIL is a comprehensive implementation framework for AI in schools and systems. It’s like accreditation for the adoption of AI.”
“So, how does an education AI startup build something defensible? One common answer is to gather a large and proprietary data set. Another is to build tools and features that AI platform companies won’t, such as specific workflows and user experiences, collaboration features, ethical and pedagogical principles, and security and compliance features.”
“Education Week consulted four teachers and two child-development experts on when K-12 students should start using AI-powered tech and for what purposes. They all agree on this central fact: There is no avoiding AI… All this makes it essential that students learn about AI in school, experts say. But when, and how, exactly? We’ve got […]
“If we answer that question from a place of fear about what’s left for people in the age of A.I., we can end up conceding a diminished view of human capability. Instead, it’s critical for us all to start from a place that imagines what’s possible for humans in the age of A.I. When you […]
“The five most common ways principals said they used AI tools include drafting and enhancing school communications, supporting school administrator tasks, assisting with teacher hiring, supporting evaluation and professional development, bolstering instruction or demonstrating how teachers can use AI in their lessons, and researching job-related topics.”
“Students were excited to interview a character they had just spent over two months dissecting. The chatbot offered an opportunity to ask the burning questions that often chase a reader after consuming a great work of fiction. What happened to Holden?And why was he so obsessed with those darn ducks? And they were eager to […]
“Grammarly AI comes in at number 3, provides 30 million people support and coaching on writing effectively. In our previous report, “Generative AI at Work”, Grammarly was named as the second-most-used Generative AI tool by US knowledge workers.”
“The future may see two main categories emerge: one resembling familiar learning platforms and the other adopting a “friendship-first” model. While the former promises personalised learning experiences, the latter envisions chatbots as companions that subtly impart knowledge over time”
“If any one thing can be said about all the practitioners in a field as vast as teaching, it is that they are ruthlessly pragmatic with their time. They can afford to be nothing less. If teachers thought generative AI had a realistic shot of saving them time, we would have seen different survey results […]
“The study tracked about 1,900 students in 13 high-poverty Massachusetts school districts in the 2023-24 school year. The students showed nearly five-and-a-half months’ more progress on a key reading test than those who didn’t get the tutoring. And they improved across the board, with English learners, students with disabilities and low-income students all gaining ground.”
“Generate and discuss scenarios. Examples and case studies are always a valuable way to move a conversation from abstract to concrete. AI can generate scenarios based on your goals. For example, you could train AI on case studies like Harvard’s “Confronting Challenges” for principals and have it generate new case studies in a similar style […]
“Teachers need to focus on enhancing their own critical AI literacy, particularly around what is possible with AI and exposure to the variety of uses available to students. Whether or not a teacher believes AI can or could or should be integrated into their teaching (this choice is highly contextual and differs by teaching philosophy, […]
“In this animated video, high school ELA teachers Larry Ferlazzo (who also hosts an EdWeek Opinion blog) and Katie Hull Sypnieski offer their best-practice advice for any educator who is either intrigued by, intimated by, or deeply comfortable with the use of AI. Whether it’s how to refresh a lesson plan, differentiate instruction, create high-interest […]
“Our focus as always remains on the responsible adoption of AI, but here are 6 specific efforts you could be a part of. – Prompt Library (testing or submission of Prompts) – AI for Education Summit (March 16th) – National AI Literacy Day (April 19th) – Responsible GenAI Edtech Tools Framework – AI for Education […]
“In the paragraphs that follow, I’ve divided these tasks into the following categories: planning instruction, handouts and materials, differentiation, correspondence, assessment, and writing instruction and feedback.”
“One of the big challenges of providing teacher feedback at scale has been instructional coaches’ caseloads. While AI can’t replace that human contact, it can tag and process classroom transcripts much faster than humans. So coaches potentially can use data from AI tools to tailor their feedback to teachers, if they can’t themselves observe teachers […]
““I don’t want A.I. or ChatGPT to become like this Ping-Pong game where we just get caught back and forth weighing the positives and negatives,” said Naomi Roth, a 12th grader who helps lead the Human Rights Club. “I think kids need to be able to critique it and assess it and use it.””
“Among the high school students who said they had used an A.I. chatbot, about 55 to 77 percent said they had used it to generate an idea for a paper, project or assignment; about 19 to 49 percent said they had used it to edit or complete a portion of a paper; and about 9 […]
“Levels of AI Use – Full Description – Disclosure Requirements”
“Are you using AI to save time, improve learning outcomes, or transform your classroom? We want to amplify your impact and celebrate your accomplishments. As part of the inaugural ASU+GSV AIR Show, we’re establishing a cohort of exemplary AI Classroom Innovators: a group of passionate and pioneering educators who want to share their AI experience […]
“Our goal was to approximate a 1:1 teacher-to- student ratio through software, thereby equipping students with a pedagogically-minded subject-matter expert by their side at all times, designed to guide students toward solutions rather than offer them outright. The tools were received positively by students, who noted that they felt like they had “a personal tutor.” […]
“Whether students in your course are forbidden from using chatGPT or expected to explore its limits, a policy helps ensure that your expectations for appropriate interaction with generative AI tools are clear to students. Once you decide on a policy, make sure you articulate it clearly for your students, so that they know what is […]
“Will AI replace human tutors and teachers? Yes, AI will. This school headmaster; this survey; DuoLingo guy here. No, AI won’t. Nathaniel Grossman in Fordham; Freddie DeBoer; Dan Meyer. Our question: What if AI has profoundly different effects on motivated and unmotivated learners?”
“Districts should aim for “good, strong, basic guidance” and “bring teachers into the conversation” to help inform it, since they are likely to bring up issues that district leaders may have never thought of… Two major issues to address: ensuring teachers understand AI’s strengths and weaknesses and keeping student data safe.”
“Top Hat recently launched Ace, an AI-powered learning assistant embedded in its courseware platform. An instructor can activate Ace, which then trains itself on all the learning materials in the course. Students can then use Ace as a personal tutor of sorts, asking it questions about course material. Since Ace knows the course content, it […]
“If you’ve ever used ChatGPT and prompt engineering to generate the learning design of a complex lesson, you’ve probably run into unexpected limits to its usefulness. The longer you spend tinkering with the lesson, the more your results start to get worse rather than better. It’s the same problem the Khanmingo team had. Yes, ChatGPT […]
“We are challenged to think about how we create learning extensions and assignments that exercise a student’s critical thinking while also allowing them to use the tools at their disposal. We’re actually bringing AI into our lessons to help build on student learning, like using it as a verifier after brainstorming ideas or as a […]
“TeachFX’s data reports now identify more than 20 different insights, such as whether teachers are building on what students say, whether they’re asking open-ended questions that push student thinking forward, and how often they’re using academic language in lessons. The technology then analyzes the content of the files that teachers upload, picking out specific words […]
“Using data from a nationwide sample of students in Grades 10 through 12, this study examined students’ use of AI tools for school assignments and other purposes, their impressions of how using the tools might affect them cognitively and academically, and their thoughts on using AI tools to write their college admissions essays.”
“We found about half the students preferred receiving feedback from a human tutor, and half preferred AI-generated feedback. Those that preferred sitting down and discussing their feedback with a tutor cited the face-to-face interaction as having affective benefits, such as increasing engagement, as well as benefits for developing their speaking abilities. Those that preferred AI-generated […]