AI in Education Strategy Guide : simplebooklet.com

This AI in Education Strategy Guide is an essential resource for educatorseager to navigate the landscape of Artificial Intelligence (AI) within theeducational context. The rapidly evolving world of AI offers transformativepossibilities for education. However, leveraging AI effectively requires anuanced understanding of not just its immense potential but also itschallenges.This guide seeks to demystify AI in education, focusing on three corecomponents—Ethics, Policy, and Instruction. These pillars do not stand alone;rather, they are interconnected aspects of a comprehensive approach tointegrating AI in education.The Ethics component provides an exploration of moral principles within AI,underpinning our actions and decisions when using this technology. In thePolicy section, we delve into the essential regulations and guidelines thatgovern AI's use in education. Lastly, the Instruction component addresses thepractical application of AI in the classroom, enhancing teaching and learningexperiences.By considering these components as a unified whole, we can create a moreeffective and fair education system where AI amplifies the potential of eachlearner, safeguards their data, and supports the noble cause of education.INTRODUCTION

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AI Ethics refers to the application of moral principles and values to the design,development, and use of AI systems in our classrooms. As AI continues totransform the educational landscape, ethical considerations have becomeparamount. The importance of AI Ethics in education lies in ensuring that AI isused to augment teaching and learning experiences without compromising theprinciples of fairness, justice, privacy, transparency, and accountability. Understanding AI BiasAI Bias is the systematic and repeatable errors in the outcomes generated byAI systems, reflecting existing prejudices in data. This bias can inadvertentlymanifest in education, for instance, if an AI-driven learning system bases itsrecommendations on data skewed towards a specific group of students, it maydiscriminate against others. Data Privacy and SecurityData privacy in AI pertains to protecting individuals' personal information usedby AI systems. The education sector, given its reliance on student data, facessignificant risks and challenges with data privacy. These include unauthorizedaccess, data breaches, and misuse of data. To tackle these issues, it's essentialto follow best practices such as anonymizing data, obtaining informedconsent, employing robust data encryption, and regularly auditing AI systemsto ensure compliance with privacy standards. Transparency Transparency in AI systems involves clear communication with stakeholdersabout how AI decisions are made. It's crucial in education to build trust andensure fairness, an communicate often about AI to their school communities. Inclusion and DiversityAI tools in education must represent and respect diverse cultures, identities,and abilities. This ensures that all students, irrespective of their background,feel acknowledged and respected. To promote inclusion and diversity, AIsystems should be trained on diverse data sets and tested across differentstudent groups. It's also important to include diverse perspectives in thedesign and decision-making processes.ETHICS

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What is Cheating in Today's Classrooms?The answer to this question may be more difficult to answer than one mightthink. This is because the concept of cheating, particularly with the rise of AI,can be a subjective issue and may vary considerably from one educator toanother. As the lines between learning aids and unsolicited assistancebecome blurred, it becomes necessary to discuss and define whatconstitutes cheating in the context of AI in our classrooms.As you can see from the infographic above by Matt Miller (Ditch ThatTextbook), defining cheating in today's classrooms has become moresubjective than ever before. One such example is the use of AI-poweredtools like Grammarly. Grammarly, a digital writing assistant, can be aninvaluable resource for students, assisting them in improving their writingskills, honing their grammar, punctuation, and style, and helping themcommunicate more effectively. Many educators encourage the use ofGrammarly as it offers students a learning opportunity – it allows them tosee their mistakes, understand the corrections, and gradually enhance theirwriting prowess.However, some educators may view the use of Grammarly as an unfairadvantage, akin to cheating. They might argue that such AI tools completethe task for the student, thereby compromising the learning process. Insteadof the student learning from mistakes and working to improve their writingskills, they are merely accepting corrections from a machine.

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This disparity in views point to the necessity of a comprehensive discussionamong educators on what constitutes cheating in the context of AI tools ineducation. This discussion is crucial to developing a shared understandingand setting clear boundaries for students.It's important to remember that the goal of education is to foster learningand personal growth. If AI tools like Grammarly can support this objective, itmight be beneficial to set guidelines for their appropriate use rather thanlabeling them as cheating. For instance, educators could encourage studentsto use Grammarly as a learning tool, not merely a correcting tool, by askingthem to reflect on the suggested corrections and learn from them.In conclusion, as AI continues to permeate education, educators need tocontinually revisit and redefine their understanding of cheating, striking abalance between leveraging AI's benefits and maintaining the integrity of thelearning process. By doing so, we can ensure that AI tools are used in a waythat enhances student learning without compromising fairness andacademic honesty.Students who cheat—and the reasons they do it—don’t fall into neatcategories. In a 2016 article in Independent School, Alexis Brooke Redding,Carrie James, and Howard Gardner identify three conditions that increasethe possibility of cheating in high school: pressure to achieve, particularlyto get into the right college; a community-wide ethos of cheating; andunaddressed digital collaboration.

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AI Policy in education comprises the rules, regulations, and guidelines thatgovern the use of AI in the educational landscape. With AI's potential tosignificantly influence teaching and learning, establishing comprehensive AIPolicies or guidelines becomes crucial. Such a policy or guidelines safeguardsthe rights of stakeholders, ensures ethical AI usage, and steers the trajectoryof AI's integration in education in a beneficial and fair direction. Policy-making for AI in SchoolsThe policy-making process for AI in schools should begin with identifying keystakeholders, including students, educators, parents, administrators,policymakers, and technology providers. These stakeholders cancollaboratively set policy goals, which could include ensuring fair access to AIresources, protecting data privacy, and promoting AI literacy. Following this,they should collaborate to develop and implement the AI policy, taking intoaccount the unique needs and context of their school district. Regulatory ComplianceCompliance with data protection laws and regulations relevant to AI, like theFamily Educational Rights and Privacy Act (FERPA) and the Children's OnlinePrivacy Protection Rule (COPPA) are essential aspects of AI policy. Schoolsshould also adhere to other relevant national and international AI policyframeworks to ensure their AI applications meet necessary ethical and legalstandards. Monitoring and Evaluation of AI PoliciesAI Policies should be monitored and evaluated regularly to assess theireffectiveness and identify areas for improvement. This process could involveregular reviews and audits, student and teacher feedback, and data analysis.As AI and its use in education evolve, schools should also be prepared to adaptand update their AI policies accordingly.POLICY If students embrace academic integrity in their workfor one class, they will be more inclined towardacademic integrity in other courses.

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Option #1Option #1"Collaboration with AI composition software (e.g.,"Collaboration with AI composition software (e.g.,ChatGPT) is ChatGPT) is notnot permitted on this activity." permitted on this activity."Option #2Option #2"Students are required to "Students are required to obtain permissionobtain permission from fromme before collaborating with peers or AI chatbotsme before collaborating with peers or AI chatbots(like ChatGPT) on this activity."(like ChatGPT) on this activity."Option #3Option #3"Students are "Students are encouraged to use AI softwareencouraged to use AI software (e.g., (e.g.,ChatGPT) for their work on this activity ChatGPT) for their work on this activity but mustbut mustfirst see mefirst see me so we can discuss how they plan to use so we can discuss how they plan to usethese tools and how they will indicate their use inthese tools and how they will indicate their use intheir work."their work."Educators Must Address the Use of AI on All AssignmentsAs AI continues to evolve and permeate our education systems, it becomescrucial for educators to address its use across all assignments. Thepervasiveness of AI-powered tools, ranging from grammar correctionsoftware to online research aids and even AI tutoring systems, necessitatesclear guidelines on acceptable and ethical usage. Teachers must explicitlydefine what constitutes permissible help from these tools and what mightcross the line into cheating or dishonesty. The way we see it, teachers havethree options to use for their assignments:

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INSTRUCTIONAI's role in today's instruction is growing rapidly, offering novel ways toenhance teaching and learning experiences. Through personalized learningpathways, immediate feedback, and data-driven insights, AI can transforminstruction, making it more effective, engaging, and tailored to individualstudents' needs. Integrating AI into the ClassroomTeachers can leverage AI in everyday teaching through tools such as intelligenttutoring systems, adaptive learning software, and AI-based grading systems.These tools can automate routine tasks, provide personalized learningresources, and deliver immediate, formative feedback, allowing teachers tofocus more on facilitating learning and less on administrative tasks. AI and Personalized LearningAI plays a significant role in personalizing instruction to individual studentneeds. By analyzing data on students' learning behaviors, performance, andpreferences, AI can create personalized learning pathways, suggest targetedresources, and identify areas where students might need additional support.This approach fosters a more inclusive learning environment where eachstudent's unique learning journey is recognized and supported. AI and AssessmentAI is revolutionizing assessment by providing automatic grading and feedback,even for complex tasks like essay writing. Additionally, AI can identify learninggaps and suggest intervention strategies based on patterns in studentperformance data. This data-driven approach can help teachers diagnoselearning issues early and intervene effectively, promoting better learningoutcomes. Preparing Students for an AI FutureIntegrating AI literacy into the curriculum is crucial for preparing students for afuture where AI will play a significant role. This includes teaching studentsabout how AI works, its applications, ethical considerations, and potentialcareer paths. Encouraging students to develop AI-related skills, such as codingand data analysis, can also open up new opportunities for them in the future.

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Create differentiated lessons.ChatGPT can create personalized lesson plans in mere seconds. The moredetailed your prompts are, the more targeted the AI-generated lesson planswill be. This will save you a lot of time–it’s far easier to edit an existing lessonplan than write one from scratch.The first time you try this, begin the conversation with the bot by asking if itcan help in differentiating lesson plans.Ask it to give you an example without providing specific details about thestudent, grade level, or subject, just to get an idea of the type of response youwill get.The example we received from ChatGPT was a differentiated lesson plan for amath lesson on fractions. It included an objective (to understand andcompare fractions >, <, and =) and generated a list of activities for visual,kinesthetic, and auditory learners. These learning type myths have beendebunked, but since AI is using references on the internet, it pulled thisinformation up. You can tell it to exclude these activities if you like.ChatGPT also suggested assessments and modifications for students whoneed extra support and for those who needmore challenge. Write cross-curricular lesson plans.When teacher Dawn L. tested it to write a lesson on cause and effect forfourth graders, ChatGOT created a cross-curricular lesson plan that shefound to be completely usable.In an attempt to get the same results as Dawn, we prompted the bot to “writea cross curricular lesson on cause and effect for 4th graders.” The result was alesson plan called, “Cause and Effect in Science and History.” The lessonincluded an objective, the materials needed, an introduction, two activities, aconclusion, and formal, and informal assessments.Using ChatGPT to reduce teacher workloadThe following ideas and examples are from Angela Watson's guide on howChatGPT can reduce a teacher’s workload:

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Write IEP goals and lesson plans.Kendra E. had the bot write a generic IEP goal on writing for an 8th-gradestudent just to test it out, and reported good results. She was also ablegenerate goals based on a curriculum using ChatGPT, and the bot evenexplained why they were SMART goals. Set SMART goals.Gayle Ann shared that you can have ChatGPT write SMART goals for you.When we prompted the bot to “write SMART goals for a second-gradeteacher,” the results included detailed percentages and broad timelines. Thegoals definitely needed more tweaking, but what ChatGPT provided was agreat start, and better than working from a blank page. Create text that is on individual student reading levels.ChatGPT does a great job rewriting difficult texts. Rather than searching outor creating multiple versions of a text to accommodate various reading levels,use ChatGPT to generate alternative versions. This is useful for students whoneed simplified versions of text, and can also be used to challenge studentswho are reading above grade level. To do this, type “Rewrite the passagebelow for middle school students [insert text]” or “Rewrite the passage for astudent struggling with difficult vocabulary.” Create differentiated reading passages appropriate for ESL students.Sasha W. and Leah T. have used ChatGPT to write accessible passages forEnglish as a Second Language (ESL learners). Simply copy/paste the text youneed students to read and ask ChatGPT to “make this text accessible for ESLstudents” or “create a version of this text that is on a fifth-grade readinglevel.” Generate examples/non-examples.Sometimes a big chunk of time for lesson planning goes into writing or findingexamples. ChatGPT can save you time by generating a list of examples foryou. Nicole G. was able to do this with figurative language examples. You canalso ask ChatGPT to “give examples of non-figurative language that's oftenmistaken as figurative language.” This will give you non-examples of figurativelanguage (and what each one is mistaken for) and students can figure outwhich are which.The following ideas and examples are from Angela Watson's guide on how ChatGPT canreduce a teacher’s workload:

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Misuse checklist or rubric?To explore more ideas about academic integrity in the age of AI,visit www.turnitin.com/resources/academic-integrity-in-the-age-of-AIWhile these resources are designed to be used flexibly, there may be times the checklist is moreapplicable than the rubric, and vice versa. Consider the guidance below to help you get started. © 2023 Turnitin LLC. All rights reserved.Academic integrity in the age of AI | Misuse checklist or rubric?TLI_AI_Internal_MisuseChecklistOrRubric_Guide_US_0323Cannot change syllabus/assignment: The course or syllabus requires a specific assignment which cannot be changed. • Implement checkpoints, conferences, reflections, etc. • Consider adding a statement as guidance as to acceptable use for AI, if any, e.g., during brainstorming or to prepare an outline. Genre limitations: The genre of the assignment may not allow/require personalization or sources beyond a text(s), e.g., literary or historical analysis, a lab report, etc. • Focus on process rather than product i.e., including conferences and/or discussions as a part of the process. • Consider adding a statement as guidance as to acceptable use for AI, if any, e.g., during brainstorming or to determine a counterclaim to an argument. Original assignment: The assignment is original to an instructor or course so it can be revised to address issues that occur with the use of AI. • Use the rubric to ensure that the appropriate attention is given to student voice, critical thinking/reasoning, sources and citations, and personalization. • Consider adding information guiding students to exactly what kind of AI usage is ethical and/or encouraged for this assignment. Equally as important is delineating how you want AI usage to be documented by the student. • Consider pairing the use of the checklist with the rubric as a best practice to encourage revisions to the prompt and the process. Checklist Rubric

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AI misuse checklist To explore more ideas about academic integrity in the age of AI,visit www.turnitin.com/resources/academic-integrity-in-the-age-of-AIPrepare your assignments for the age of Artificial Intelligence (AI) by reviewing and revising writing prompts before sharing with students. This checklist for educators presents focus areas unique to the capabilities and limitations of generative AI tools. How to use this checklistThere is no set number of “yes” responses that will make your writing assignment immuneto being written by generative AI tools. However, if you have answered “no” to more of the questions than “yes,” we encourage you to consider revising your prompt to addresspotential issues.© 2023 Turnitin LLC. All rights reserved.Academic integrity in the age of AI | ChecklistTLI_AI_MisuseChecklist_US_0223Does the prompt align with your institution’s academic integrity policy, especially regarding the use of AI text assistant usage?Does the prompt communicate the acceptable and unacceptable limits of using generative AI tools for the student response?Is the prompt original to your classroom/department/institution?Does the prompt require critical thinking or reasoning?Does the prompt encourage/require student voice?Does the prompt require the student to incorporate personal stories and/or authentic situations?Does the prompt require a list of verifiable sources and/or citations?Does the prompt require students to include a reflection or rationale for their approach to the prompt?Have you instituted checkpoints to review outlines or drafts throughout the creative process, rather than focusing on a final product only?Have you included time for peer reviews, conferences, and/or discussions throughout the creative process?Yes No

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Student voiceCriticalthinking/ReasoningAdvanced Proficient Developing EmergingTo improve your prompt, reflect on:Does the writing task propose a clear purpose that requires students to write to their audience?To improve your prompt, reflect on:Does the writing task ask students to thoughtfully consider the issue and draw a conclusion based on their evaluation?The prompt requires students to skillfully analyze and synthesize the issue. Students should infer a logical conclusion considering multiple expert viewpoints based on what the prompt demands. The prompt encourages students to create new knowledge based on novel ideas.The prompt demands students to take powerful ownership of the task and purpose. Students will have to demonstrate a definitive perspective, considering th e audience’s knowledge and v alues,in order to respond to the prompt. The prompt requires studentsto take ownership of the task and purpose. Studentswill have to demonstrate aperspective, considering theaudience, in order to res pondto the prompt.The prompt asks students to analyze and synthesize the issue. Students should in fer a conclusion considering multiple viewpoints based on what the prompt demands. The prompt encourages students to share new ideas.The prompt does not clearlyask students to analyze and/or synthesize the issue. It is not evident if an inferredconclusion is required.The prompt does not clearly ask students to take ownership of the task and/or purpose. Student perspective and attending to the audience m ay not be required in order to respond to the prompt. The prompt does not require students to analyze and synthesize the issue. Students will not have to infer a conclusion based on what the prompt demands.The prompt does not require students to take owne rship of the task and/or purpose. Students will not have to demonstrate a perspective or consider the audience in order to respond to the prompt. Academic integrity in the age of AI | AI misuse rubricAI misuse rubricEvaluate your writing assignment and give a score for each criteria in this rubric. If a trait in your prompt scores Developing or Emerging, reflect on the proposed questions and make revisions to discourage acceptable responses from AI-generated writing. Moving your scores to Advanced or Proficient will help safeguard your writing assignments against student misuse of AI.How to use this rubric: How high is the potential for AI misuse on your writing assignment?Prepare your assignments for the age of Artificial Intelligence (AI) by reviewing and revising writing prompts before sharingwith students. This rubric for educators presents four traits focused on areas unique to the capabilities and limitations of AIas well as ethical considerations for the use of AI.PersonalizationEthical use of AISources & citationsAdvanced Proficient Developing Emerging(Note: Refer to this trait if it is applicable to your assignment.)To improve your prompt, reflect on:Does the writing task ask students to reference an event that required their presence or personal experience? (Note: Refer to this trait if it is applicable to your assignment.)To improve your prompt, reflect on:Does the writing task require students to include real, verifiable sources throughout their essay?The prompt requires students to cite verifiable sources, including a strong variety of facts, concrete details, quotations, or examples. I t’s clear the sources must be current and relevant to thewriting task, and a full referencelist is required. The prompt demands students to reference an authentic experience, such as a classroom discussion, a field trip, or an event from their personal lives. Students will need to smoo thly integrate their experiences and show evidence of original thinking to respond to the prompt. The prompt requests students to reference an authentic experience, such as a classroom discussion, a field trip, or an event from their personal lives. Stud ents will need to integrate their experiences and show evidence of original thinking to respond to the prompt.The prompt asks students to cite verifiable sources, which may include a variety of facts, concrete details, quotations, or examples. It’s clear the sou rcesmust be relevant to the w riting task, and a full reference lis t is required. The prompt asks for students to cite sources, but does not explain that sources need to be verifiable. It’s unclear if the sources should be relevant to the writing task, and if a reference list is required. It is unclear if students will need to reference an authentic experience, such as a classroom discussion, a field trip, or an event from their personal lives to respon d to the prompt. Students may answer the prompt without including original thoughts and/or experiences.The prompt does not require students to cite verifia ble sources, including a variety of facts, concrete details, quotations, or examples. The prompt does not ask students to include a reference list. The prompt does not ask students to reference an authentic experience, such as a classroom discussion, a field trip, or an event from their personal lives. Students can answer the prompt without including original thoughts and/or experiences.To explore more ideas about academic integrity in the age of AI,visit www.turnitin.com/resources/academic-integrity-in-the-age-of-AI© 2023 Turnitin LLC. All rights reserved. TLI_AI_Misuse_Rubric_Guide_US_0223Academic integrity in the age of AI | AI misuse rubricDid I define parameters around ethical use of AI for assignments and communicate expectations with my students? Does the writing prompt describe thoseexpectations?

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ABOUT EDVATIVE LEARNINGEdvative Learning is a vibrant non-profit organization, created with a singularvision and mission - to confront and solve today's educational challenges.Founded by Dr. Samuel Mormando of the Garnet Valley School District in2018, the organization initially partnered with local school districts tosupport their transition to online and blended learning. When the COVID-19pandemic occurred, Edvative Learning promptly broadened its support tonationwide schools, providing them with essential guidance, support, andcoaching. The creation of Edvative Learning was born out of a profound comprehensionof the day-to-day challenges educators face. As a team of teachers,instructional coaches, and school administrators, we experienced firsthandthe necessity for practical, evidence-based methods that would enableeducators to develop effective, engaging learning environments. Thisrealization catalyzed the establishment of Edvative Learning, solidifying ourdedication to assisting educators and school leaders throughout the nation.Edvative Learning takes pride in its diverse team of seasoned educators,administrators, and district personnel, which includes Superintendents,Assistant Superintendents, Curriculum Supervisors, and Directors. Thiswealth of collective expertise positions Edvative Learning uniquely, offeringall-encompassing support and valuable insights to educators at every level.Edvative Learning's unwavering commitment and meaningful impact havebeen acknowledged through significant accolades. In 2023, Exemplar Schoolsbestowed the organization with the Best in Educational Coaching award,affirming its mission to support classroom teachers wholeheartedly.Moreover, for his noteworthy contributions to online and blended learning,Dr. Samuel Mormando received the prestigious 2020 K-12 Innovation Awardfrom the United States Distance Learning Association (USDLA).Through strategic collaborations, relentless pursuit of innovation, andcommitment to personalized learning, Edvative Learning continues toreshape education and empower educators across the nation. We invite youto join Edvative Learning in their mission to empower educators,revolutionize education, and create a more promising future for studentsnationwide.

AI in Education Strategy Guide

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