K-12 educators are hesitant and concerned about using artificial intelligence for teaching and learning, according to a variety of surveys.
But AI is increasingly being embedded into many tools that students and teachers use daily. That is why experts say it鈥檚 important for teachers to learn about the emerging technology so they can use it responsibly and model appropriate use for students.
What does the field need to ensure students and teachers are ready for the next level of AI use in education? In an Oct. 16 Seat at the Table discussion, Education Week opinion contributor Peter DeWitt spoke with Kip Glazer, principal of Mountain View High School in California; Carnegie Mellon University computer science professor Ken Koedinger; and Education Week Deputy Managing Editor Kevin Bushweller about that question.
Here are four takeaways from their discussion.
1. Get input from staff, students, and parents about their concerns and questions
School and district leaders should first figure out what staff, students, and families know about AI and what concerns they might have, said Glazer.
鈥淲e are learning this ever-changing technology together,鈥� Glazer said. 鈥淲e have lots of student voices, staff voices, and community voices involved in creating a policy so we can constantly iterate and improve.鈥�
Glazer said some of her teachers are open to using AI to help them do their jobs better or more efficiently, but they鈥檙e also anxious about the technology鈥檚 potential harms.
To address teachers鈥� fears about AI-driven student cheating, Glazer said she worked with her staff to figure out how comfortable they are with students鈥� AI use and what they need to safely experiment or pilot these tools.
69传媒 and teachers are already experimenting with AI, Glazer said. But she鈥檚 also heard their concerns about ethical use, and even its environmental impact. (Some environmental experts have brought up concerns about that power AI tools.)
2. Focus on how the technology might support certain teaching strategies
It鈥檚 important for educators to figure out what teaching strategy the technology is supporting, Koedinger said. For instance, AI tools might be used to support project-based learning, direct instruction, or small-group learning.
It鈥檚 easy to get lost in the shiny things that AI tools can do鈥攕uch as build lesson plans, craft emails to parents, and customize instruction. But educators shouldn鈥檛 forget about the strategies that they know are proven, he said, such as building meaningful teacher-student relationships and providing encouragement for struggling students.
鈥淭hose things are so important [and] can鈥檛 get lost while we talk about the technology,鈥� he said.
The panelists said educators need to keep asking: What are good principles of pedagogy? What鈥檚 my role as an instructor? What鈥檚 the role of the technology?
3. Provide meaningful training that shows AI鈥檚 strengths and weaknesses
69传媒 and teachers also need to understand that AI is not perfect or all-knowing. It鈥檚 just another tool to help them do their jobs, Koedinger said.
To help teachers familiarize themselves with the emerging technology, school and district leaders should give teachers encouragement and time to experiment with it to determine what would work best for their context, Koedinger said.
There are also many organizations鈥攕uch as the International Society for Technology in Education and TeachAI鈥攖hat have resources schools and districts can use to build AI literacy among teachers and students, Bushweller said.
4. Don鈥檛 rush AI implementation simply because the tech is evolving fast
Lastly, education leaders should take their time figuring out AI implementation plans, Glazer said.
The speed at which AI technologies are changing is 鈥渙utpacing our ability to respond,鈥� she said.
In that context, 鈥渟ometimes, slow and deliberate and really listening to the voice of the people we are serving is much better鈥� than rushing to make decisions, Glazer said. 鈥淲e need to build up some resilience and patience as we get lots of information and input.鈥�
