NEWSLETTER
One of the advantages of Angie Adams work in Samsung is that every year, it can witness how some of the most talented emerging scientists in the country are addressing difficult problems creatively.
They are working on ai tools that can recognize the signs of panic attacks approaching for children in the autistic spectrum in one case, and discover how drones can be used effectively to combat forest fires in another.
The remarkable thing about these innovations is that most of their creators are not yet enough to obtain their driving licenses. They are part of the Samsung competition resolves for Tomorrow tech for public and secondary public students, and winning means a Grand Prix for their schools to buy more technological tools.
While the harvest of finalists of each year is impressive, Adams says that the organizers of the program noticed something different about the cohort of this year's intelligent student engineers.
Among the 50 best teams, 42 percent used artificial intelligence to feed their inventions. That is more than 6 percent in 2024.
That is something good in Adams's opinion, since it is more than a bit sure that K-12 students will use in some way when they finally join the workforce.
“I rarely say 100 percent to something, but I think the answer is 100 percent,” says Adams, senior manager of corporate citizenship in Samsung, of the proportion of students who will use the work in the future. “We really believe that this is something that begins in the classroom, so we want to make sure we are doing our part to ensure that students have the skills to understand, use and create with this emerging technology.”
At the classroom level, teachers are on the same page.
In a survey of more than <a target="_blank" href="https://news.samsung.com/us/samsung-solve-for-tomorrow-explores-state-stem-education-new-survey-gen-z-gen-alphas-ai-projects-outpacing-educations-ability-keep-up/#:~:text=The%20survey%20also%20revealed%20a,interaction%20in%20learning%20(12%).” target=”_blank” rel=”noopener nofollow”>1,000 public school teachers – Made through Samsung members in Donorschose, a huge 96 percent said that “will become an intrinsic part of education in the next decade.” Like many, they said they currently lack the resources to integrate artificial intelligence into their curriculum.
The educators were generally optimistic about the use of ai in the classroom, with more than half saying that they already use it and another 33 percent saying that they are exploring how they can integrate it. The most common uses of the teachers of the informed were to customize the learning of the students, the interactive learning tools and obtain information on the performance of the students with the data analysis.
His most common concerns about ai were plagiarism, the lack of teacher training in educational tools, their potential to disseminate erroneous information and a reduction in students interaction during class.
Few teachers were worried about losing their jobs for ai, only 5 percent were worried.
While Adams predicts that students will use ai in their careers already measure that teachers experience their use in their classrooms, more school districts are moving to formalize ai in their curriculum.
Zarek Drozda, director of non -profit data science for all, says that their organization has seen interest in offering an increase in data and data science courses between school districts, with the number of states that initiate data initiatives that increase from one to 29 in the last four years. Data science concepts form the basic components of artificial intelligence, including popular large language models such as Chatgpt.
“We have seen a rapid growth of state pilots, professional development programs that are backed by the State, standard reviews,” says Drozda, “(Y) the curricular market for data science and data literacy and the literacy of ai are growing quite fast. We are seeing a lot of interest from school leaders.”
He says that the attractiveness of data science is that it provides a specific ramp for students to learn about artificial intelligence.
“I think that data science also provides a very convincing framework for students to evaluate ai tools with some skepticism and understand the cases of use deeply,” says Drozda. “Chatgpt is trained in text data. It will be really good to write, not so good for mathematics, as an example.”
Drozda says that schools do not necessarily need to hurry to build ai classes or programs. They can start to master spreadsheets, encode languages such as Python or teach students to use ai chatbots.
“No school leader should think they have to do everything at once. It is completely good to take small input level steps to start preparing everyone for the broader technological panorama,” says Drozda. “I think that the way in which the movement of data science and the literacy of data in particular is close to this is through modules the size of a bite. Try two weeks in a concept in mathematics, try this set of data to cover the existing unit that you already have in the ecosystems in biology, teach the auges and busts of the economy through data from the Federal Reserve.”
The districts not only think of ai as part of the teaching: they are exploring how it can help with a wide strip of works.
Pete is just the <a target="_blank" href="https://www.cosn.org/ai/” target=”_blank” rel=”noopener nofollow”>Generative project Consortium Director for Networking School, a professional association for edtech K-12 leaders. The organization has created a set of guidelines to help school districts think about their use and artificial intelligence policies.
He only says that the life cycle of teachers about ai began in confusion, and then fears that he threatens their work, followed by concerns about students who deceive, but also the desire to see how technology can be useful with the planning of lessons and other administrative tasks.
“Where something new happens, that is the initial attitude,” he says about the early skepticism of teachers, “but the generative ai has had an impact that cannot be denied.”
The generative ai has the potential to help districts to operate more efficiently, from spreading sheets to bus schedules.
“Now we can do things that help families and students better than in the past,” he says alone. “When we reach the chronic absenteeism of the students, connecting that with a database with absences of students and making connections with the parents to give them a daily update on (yes) their student was here or not, that communication window is much shorter because it does not have to make the phone call.”
But the districts also have to deal with something that the spirit of “moving fast and breaks things” of Silicon Valley's culture behind the developments of ai no: the legal obligations of schools around the protection of students' data.
Beyond the potential of artificial intelligence to make administrative processes softer, there are a number of logistical and ethical considerations that only say that the districts should do when it comes to infuseing the study in their curricula.
The basis of any education would have to be rooted in critical thinking, he explains, how to ask good questions and evaluate the answers.
“You look at the results and say: 'That does not even coincide with the reality of what I know about this historical event,” he says alone. “Because sometimes hallucinates, being able to say that makes sense, or makes no sense, becomes important.”
Ultimately, he is simply not a fan of making artificial intelligence his own independent class. Instead, he believes is something that must be integrated into each class so that students can learn to apply it within each discipline.
“The easy thing to do is develop a class. It only needs the school board to approve, in a month and a half, it can be done,” he says alone. “What you are really seeing is to change fundamentally the way you teach things, what nobody wants to hear because that is really difficult.”
This type of ai integration is a level of complexity that he recognizes will not be attractive to most districts. It is a process that says it would take years of teacher training to integrate ai in the curriculum, from three to five years “if you are working hard on it.”
“If you are not working hard on that, you will be left behind, and you are not serving your students well,” he only says: “Because in three or five years, each company will wait for it. Even today, many companies expect students to leave the high school have the ability to use these tools in the workplace.”
