5 key recommendations for AI in education

Key points:

It's impossible to avoid news about ai these days, and it seems like every industry and sector is excited about the impact ai will have on operations. Education is no different: Many educators are concerned that students will use ai to cheat, while others advocate teaching ai skills to ensure students are prepared to enter a competitive workforce.

When it comes to ai in education, most K-12 teachers and administrators recognize that ai is part of the future of education, whether we like it or not, depending on a survey from the ai ​​Education Project (AIEDU).

Educators are juggling curiosity and a bit of apprehension when it comes to integrating ai into teaching and learning. Most respondents said they had not yet had the opportunity to use ai in school, and even fewer reported receiving professional development or training on the use of ai.

However, despite some misgivings, educators see ai as an inevitable part of the future of the classroom and would like to receive ai-focused professional development.

Here are five findings, followed by five recommendations, about ai in the classroom:

1. The overwhelming majority of K-12 educators believe that professional development should include sessions on the implications of ai, and lesson plans should include materials to help students learn about them as well. “Despite their fears, both teachers and administrators are open not only to receiving training on its potential uses, but also to integrating this emerging technology into curricula,” according to the survey. “More than 80 percent of respondents say they believe professional development should extend to ai, and 75 percent advocate for curricula that expose students to information on the topic.”

2. Most K-12 educators have at least heard of generative ai, but most have not used these tools. And they are divided on whether they want to or not. “ai in general and generative ai in particular are much more divisive than previous technological revolutions. “Most K-12 educators have not yet seen the value these tools can provide, and some are completely closed off to their potential,” the survey notes. Only 45.3 percent of respondents say they have used a generative ai tool.

3. K-12 educators simultaneously downplay the impact of generative ai in the classroom and express concerns about its use. They still think it should be part of the curriculum. “K-12 educators may question the impact and value of generative ai, but they still think students need exposure to the technology, and that's something most respondents agree hasn't happened yet,” according to the survey.

4. K-12 educators recognize the potential benefits of using generative ai in the classroom, but are more passionate about the potential dangers. “As with all emerging technologies, successfully integrating generative ai into the classroom is more of an art than a science,” according to the survey. “It requires K-12 educators to experiment with new uses and, more importantly, accept that not everyone will be successful. That requires a leap of faith that, according to the survey results, many are still not comfortable with.”

5. K-12 administrators are more hopeful than teachers about the impact generative ai could have on teaching and learning. “As a general rule, administrators view generative ai more positively than teachers. Administrators (62.1 percent) are more likely than teachers (49.9 percent) to have 'slightly positive' or 'strongly positive' feelings toward ai in general,” the survey notes.

The survey also offers five recommendations for ai integration in K-12 districts:

Develop comprehensive ai literacy programs: Implement ai literacy programs for educators to deepen their understanding of ai capabilities and ethical considerations, ensuring they can effectively integrate ai tools into their teaching practices.

Create collaborative platforms to share best practices: Establish platforms where educators can share experiences, strategies and lesson plans that incorporate generative ai, fostering a community of practice that supports peer-to-peer learning.

Invest in equitable access to ai technologies: Ensure that all students, regardless of socioeconomic status, have access to ai tools and resources, addressing the digital divide and preventing the exacerbation of achievement gaps.

Promote the ethical use of ai through curriculum development: Incorporate curricular components that teach students about the ethical use of ai, including issues of privacy, bias, and digital citizenship, to prepare them as informed users and creators of ai technologies.

Facilitate professional development opportunities: Support ongoing professional development opportunities focused on generative ai, including workshops, seminars, and courses, to keep educators abreast of the latest advances and pedagogical strategies.

Laura Ascione is the editorial director of eSchool Media. She graduated from the prestigious Philip Merrill School of Journalism at the University of Maryland.

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