Bellringers for Science 7

Bellringers for Science 7

I spent some time this weekend learning how to do the “bulk create” process within Canva for education. When learning a new skill, I prefer to create relevant content that can be used by teachers. So, for this learning process, I have created some “bellringers” for the Alberta science curriculum – grades 7, 8 and 9. To kick off the release of these bellringers, here is the link to my YouTube channel Interactions and Ecosystems Bellringers playlist. Over the coming days, many more videos will be uploaded, and playlists for other units and other grades will be forthcoming too!!

Google Lens is Transforming the Lives of Struggling Readers

Google Lens is Transforming the Lives of Struggling Readers

In my generation, math teachers used to tell us “you’re not going to have a calculator with you every minute of the day when you’re an adult. It’s important to learn to do math without a calculator. While I’m sure there was a point to be made with that statement, the technological revolution of the past decades has made that statement entirely false. My laptop has a calculator, my iPhone has a calculator, and my iPad has a calculator. I literally have a calculator within reach every single day, almost every minute of the day!

And while it’s great that we have that kind of numeracy support in our day to day lives, it would sure be nice if we could have that same level of support for literacy as well, wouldn’t it?

Enter Google Lens.

It’s been available on Android devices for some time, but it’s been somewhat unknown on iOS devices, partly because it’s not called Google Lens on the Apple devices. It’s just called Google. Not Google Chrome, not Google Drive, not Google Keep. Just Google. TO have access to Google Lens on an iOS device, you’ll find the power in the Google App.

With this app installed on a phone, students whos struggle with reading will have access to test-to-speech support everywhere they go.

AND, it also offers translation tools as well. So for students who are new to our country, and who are learning the language, instantaneous translation is a possibility. Google does not yet have all languages available in this tool, but the number of languages is increasing all the time, making this a viable tool for language learners as well as readers.

Here’s a quick video to show you how to accomplish these tasks!

Chat GPT #QuickWins for Teachers

Chat GPT #QuickWins for Teachers

Let’s talk about some ideas for teachers to start using ChatGPT to save time. Teachers are busy people, and sometimes it feels like there’s always one more thing being added to the “to-do” list that teachers are expected to undertake. Wouldn’t it be nice to have some help? Wouldn’t it be amazing to have an assistant who could come up with new ideas and ways to refresh your projects, assessments, newsletters, report card comments, and other clerical duties? Well, please let me introduce you to ChatGPT. Your new idea-generating, text-writing virtual assistant. Here are some ideas to test out in ChatGPT. Enter one of these prompts, and watch how FAST it comes up with ideas for you. This is a game-changer.

Eduaide – AI Tool Review

Eduaide – AI Tool Review

In the ever-evolving landscape of education, the integration of artificial intelligence (AI) has emerged as a transformative force, reshaping the way we approach teaching and learning. AI, with its ability to process vast amounts of data, adapt to individual learning styles, and facilitate personalized experiences, has transcended the conventional boundaries of education. As we navigate the 21st century, AI is not merely a technological novelty; it is a dynamic catalyst propelling education into new frontiers. From intelligent tutoring systems that offer tailored support to students, to chatbots fostering interactive and responsive learning environments, AI is revolutionizing the very essence of education. It is not just a tool; it’s a pedagogical ally, amplifying the capacities of educators and unleashing unparalleled possibilities in the realm of teaching. This dynamic fusion of artificial intelligence and education promises not only efficiency but also a redefinition of what it means to engage, inspire, and empower the learners of tomorrow.

Eduaide is one of the frontrunners in AI technology for teachers. With just a few clicks, the AI will assist teachers in creating strong, editable, content that aligns to the curricular outcomes inputted by the teacher using it to create!

The image below is a worksheet (or quiz, or test) that Eduaide generated in a matter of seconds.  The only instructions I provided in the “topic” field was “Algebraic Expressions”. Eduaide did not automatically provide an answer key, but when I clicked on the rocket in the top right corner (above the math questions), generating an answer key was an option I could choose.

The image below generated the escape room about water conservation in a matter of seconds. The results include the needed materials for this escape room, as well as instructions regarding the setup. What it did not include was the questions, riddles, or puzzles that the students must solve in order to complete the escape room.

Eduaide saves the content you create, but the “edit” button is not intuitive. On the “saved content” screen, there will be a list of the resources created in Eduaide. On that screen, the “Preview” button is really obvious. If you click to the right of the preview button (on the kebab menu… the three dots), the first choice says “Load in Workspace” – That’s where you go to edit it.

Class Companion – AI Tool Review

Class Companion – AI Tool Review

Today I took some time to have a peek at a formative assessment tool for students’ written work. I used a portion of my own literature review for my dissertation to ascertain what the tool is capable of. I was actually fairly impressed.

Teacher Dashboard

The teacher dashboard is easy to navigate. Like most learning management systems, you create classes in the dashboard and you push assignments out to students. The AI in the dashboard can assist you with creating a writing assignment, and once you have your assignment inputted, you then determine which classes you are assigning it to.

Student View

The student side was also very familiar in its appearance. Students see assignments they are expected to complete, and the layout is logical. Students also have a button to dispute their grade, which will send a message to the teacher regarding this. Student-self-assessment is always a goal in education, and used intentionally, the dispute opportunity for students can compel some self-reflection of their work.

It is in the writing of the student that the magic happens.

Assessing the Tool

For my assessment of this tool, I created a class and I assigned an essay on this history of AI. I then added a fake student to my class, and assigned the essay to this fake student. Then I grabbed a Chromebook and through the email from Class Companion, I was able to join this fake class.

I opened the assignment and was greeted with a space in which to complete my essay. I opened my literature review chapter and copy/pasted my first three paragraphs into the tool. It took some time for it to assess my work, (it wrote some entertaining phrases on the screen while I waited) and I must mention that I did not provide the entire essay to the tool, so some parts of the formative assessment are weak due to the tool not having all of my writing to assess (no conclusion, namely!)

Overall

Additional testing revealed that it will adjust its scoring if the teacher changes the rubric, and the overall formative assessment was accurate, as tested by teachers.

There is an interesting reflective opportunity for teachers here; an opportunity to compare their own grading against that of the AI tool. That’s not to say that the tool is correct and the teacher is wrong; not by any stretch. It’s just an opportunity for teachers to consider their rubrics and their own tendencies when grading is occurring.

As the teacher, I can override grades given by the tool, allowing me to have the final say as to a student’s performance on the written task.

Overall, I was impressed with this tool.

 

Converging Technologies that Shaped the AI Landscape

Converging Technologies that Shaped the AI Landscape

When OpenAI released ChatGPT on November 30, 2022, it felt as though AI had suddenly “arrived”. Despite this feeling that it appeared so suddenly, there have been, unsurprisingly, decades of research and technological advancement and development that led to this disruptive piece of technology.

The image represents 10 “high tech” concepts, all of which have been mentioned in the literature and empirical articles I’ve been reading. The dotted lines illustrate which concepts were connected to other concepts within the literature. All these technologies have played a role in bringing us to the place we are currently at with artificial intelligence.

10 Artificial Intelligence Uses in K-12 Education

10 Artificial Intelligence Uses in K-12 Education

In the dynamic landscape of K-12 education, the integration of Artificial Intelligence (AI) has revolutionized the way students learn and educators teach. From personalized learning experiences to intelligent tutoring systems, AI applications in education have opened up a realm of possibilities to enhance student engagement, comprehension, and overall academic performance. This list encompasses some of the growing areas where artificial intelligence is being found in education. Though not yet necessarily commonplace, the literature reveals that many of these uses are coming soon to a school near you!

1. Personalized Learning: AI-powered educational software can adapt to students’ individual learning styles and paces, providing personalized learning experiences tailored to their specific needs (Chan & Hu, 2023; Crompton & Burke, 2022; Fuchs, 2023; Garcia-Martinez, 2023; Gupta & Chen, 2022; Hwang & Tu, 2023).

2. Intelligent Tutoring Systems: AI-driven tutoring systems can provide students with real-time feedback, additional practice opportunities, and customized learning paths to enhance their understanding of various subjects (Crompton et al., 2022; Crompton & Burke, 2023; Hwang & Tu, 2023; Zawacki-Richter et al., 2019).

3. Adaptive Assessments: AI-based assessment tools can analyze students’ performance data and provide educators with insights into their strengths and weaknesses, facilitating targeted interventions and support strategies.

4. Virtual Reality (VR) and Augmented Reality (AR) Learning: AI can be used to create immersive and interactive virtual learning environments, allowing students to explore complex concepts through realistic simulations and visualizations.

5. Language Learning Support: AI-powered language learning platforms can assist students in developing their language skills by providing interactive lessons, pronunciation guidance, and language practice exercises.

6. Automated Grading Systems: AI-based grading systems can automate the process of grading assignments and assessments, enabling educators to save time and focus on providing more targeted feedback and support to students.

7. Educational Content Creation: AI tools can assist educators in creating engaging and interactive educational content, including lesson plans, quizzes, and educational games, to enhance students’ learning experiences.

8. Data-Driven Decision Making: AI analytics tools can analyze large datasets to identify trends and patterns in student performance, enabling educators to make data-driven decisions to improve teaching methodologies and student outcomes.

9. Intelligent Content Filtering: AI algorithms can help filter and curate educational content, ensuring that students have access to appropriate and relevant learning materials while maintaining a safe and secure online learning environment.

10. Interactive Chatbots for Learning Support: AI-powered chatbots can provide students with instant access to information, answer their questions, and offer learning guidance, fostering a supportive and engaging learning environment both inside and outside the classroom (Chen et al. 2023; Fuchs, 2022; Fuchs, 2023; Gupta & Chen, 2022; Liang et al., 2021; Sweeney, 2023; Tlili et al., 2023; Yu, 2023).

References

Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1), 43. https://doi.org/10.1186/s41239-023-00411-8

Chen, Y., Jensen, S., Albert, L. J., Gupta, S., & Lee, T. (2023). Artificial Intelligence (AI) Student Assistants in the Classroom: Designing Chatbots to Support Student Success. Information Systems Frontiers, 25(1), 161–182. https://doi.org/10.1007/s10796-022-10291-4

Crompton, H., Jones, M. V., & Burke, D. (2022). Affordances and challenges of artificial intelligence in K-12 education: A systematic review. Journal of Research on Technology in Education, 1–21. https://doi.org/10.1080/15391523.2022.2121344

Crompton, H., & Burke, D. (2022). Artificial intelligence in K-12 education. SN Social Sciences, 2(7), 113. https://doi.org/10.1007/s43545-022-00425-5

Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20(1), 22. https://doi.org/10.1186/s41239-023-00392-8

Fuchs, K. (2022). The importance of competency development in higher education: Letting go of rote learning. Frontiers in Education, 7, 1004876. https://doi.org/10.3389/feduc.2022.1004876

García-Martínez, I., Fernández-Batanero, J. M., Fernández-Cerero, J., & León, S. P. (2023). Analysing the Impact of Artificial Intelligence and Computational Sciences on Student Performance: Systematic Review and Meta-analysis. Journal of New Approaches in Educational Research, 12(1), 171. https://doi.org/10.7821/naer.2023.1.1240

Gupta, S., & Chen, Y. (2022). Supporting Inclusive Learning Using Chatbots? A Chatbot- Led Interview Study.

Hwang, G.-J., & Tu, Y.-F. (2021). Roles and Research Trends of Artificial Intelligence in Mathematics Education: A Bibliometric Mapping Analysis and Systematic Review. Mathematics, 9(6), 584. https://doi.org/10.3390/math9060584

Liang, J.-C., Hwang, G.-J., Chen, M.-R. A., & Darmawansah, D. (2023). Roles and research foci of artificial intelligence in language education: An integrated bibliographic analysis and systematic review approach. Interactive Learning Environments, 31(7), 4270–4296. https://doi.org/10.1080/10494820.2021.1958348

Sweeney, S. (2023). Who wrote this? Essay mills and assessment – Considerations regarding contract cheating and AI in higher education. The International Journal of Management Education, 21(2), 100818. https://doi.org/10.1016/j.ijme.2023.100818

Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 1–24. https://doi.org/10.1186/s40561-023-00237-x

Yu, H. (2023). Reflection on whether Chat GPT should be banned by academia from the perspective of education and teaching. Frontiers in Psychology, 14, 1181712. https://doi.org/10.3389/fpsyg.2023.1181712

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0

Key Concepts and Terminology in AI

Key Concepts and Terminology in AI

Technojargon can be overwelming, not just for teachers, but for everyone. The world of artificial intelligence is no exception; it is a field filled with technical terms and definitions. Not all of the lingo is important for educators, but having a cursory understanding of the basics is probably worth the undertaking. Here we are going to take a look at some of the key terms and definitions pertinent to AI, in order to achieve a slightly deeper understanding of where we are at in 2023.

AIEd: short for Artificial Intelligence in Education, refers to the integration of artificial intelligence technologies into educational practices. It involves the use of AI-driven tools, algorithms, and systems to enhance and personalize the learning experience for students, streamline administrative tasks for educators, and provide data-driven insights for educational institutions. The application of AI in education (AIEd) has been the subject of research for about 30 years (Zawacki-Richter, 2019, p. 2).

Aigiarism: related to the concept of plagiarism, which refers to the practice of using someone else’s work or ideas without proper attribution or permission, aigiarism refers to using content entirely generated by artificial intelligence without acknowledging or attributing. In reading the literature, I have seen authors list ChgatGPT as a co-author, and I have read articles where the author opted not to formally name ChatGPT as a coauthor, with an explanation as to this choice.

Algorithm: An algorithm is a set of step-by-step instructions or rules designed to perform a specific task or solve a particular problem. In the context of computer science and AI, algorithms serve as the foundation for various operations, including data processing, machine learning, and decision-making processes.

Big Data: Big Data refers to large and complex data sets that are challenging to process using traditional data processing applications. It encompasses vast volumes of structured and unstructured data that require advanced analytics and processing techniques to extract valuable insights, patterns, and trends.

ChatBot: an AI-powered computer program designed to simulate human conversation and interact with users via text or speech. The term “Chatbot” stems from “Chatter bot” coined by Michael Loren Mauldin for programs capable of text-based conversations with users (Chen et al. 2023, p. 162). Chatbots utilize natural language processing and machine learning algorithms to understand user queries, provide relevant information, and engage in meaningful conversations.

ChatGPT: ChatGPT is a Natural Language Processing (NLP) model developed by OpenAI that uses a large dataset to generate text responses to student queries, feedback, and prompts (Fuchs, 2023, p. 1). Tlili (2023) noted that ChatGPT is a conversational artificial intelligence interface which interacts in a realistic way and even answers “follow up questions, admits its mistakes, challenges incorrect premises, and rejects inappropriate requests” (Open AI, 2023)

Deep Learning: a subset of machine learning that utilizes artificial neural networks to process and analyze complex data. It involves the use of multiple layers of algorithms to extract high-level features from raw data, enabling machines to perform tasks such as image recognition, natural language understanding, and decision-making. The ability of computers to simulate what the brain does is called deep learning (Maboloc, 2023, p. 1)

Generative Artificial Intelligence: Generative Artificial Intelligence refers to AI systems capable of creating original content. GenAI models use advanced algorithms to learn patterns and generate new content such as text, images, sounds, videos and code  (Chan & Hu, 2023, p. 1). These systems use advanced algorithms, often based on deep learning models, to generate new data based on patterns and examples from existing datasets and they closely resemble human-generated content.

GPT: GPT stands for Generative Pre-trained Transformer, which is a type of deep learning model known for its ability to generate human-like text based on given prompts. GPT is a language model developed by OpenAI that is capable of producing response text that is nearly indistinguishable from natural human language (Lund & Wang,  2023, p. 26). GPT models are based on transformer architectures and have been widely used for various natural language processing tasks, including text generation, translation, and summarization.

Large Language Models: Large Language Models refer to advanced AI models designed to process and understand human language on a large scale. A language model is a type of AI model trained to generate text that is similar to human language (Lund & Wang,  2023, p. 26).These models utilize complex algorithms and extensive datasets to perform tasks such as text generation, language translation, and sentiment analysis.

Machine Learning: a branch of AI that focuses on developing algorithms and systems capable of learning from data and making predictions or decisions based on that data. Popenici and Kerr (2017) define machine learning “As a subfield of artificial intelligence that includes software able to recognise patterns, make predictions, and apply newly discovered patterns to situations that were not included or covered by their initial design” It involves the use of statistical techniques and iterative learning processes to enable machines to improve their performance over time.

Multimodal Models: Multimodal Models are AI systems that can process and interpret multiple types of data, such as text, images, and audio, simultaneously. These models integrate information from various modalities to gain a comprehensive understanding of the data and enable more sophisticated analysis and decision-making. Multimodal models (GPT-4) may produce voice and video explanations and tag images (Rahaman et al., 2023, p. 2).

Natural Language Processing Models: NLP Models are AI systems specifically designed to understand, interpret, and generate human language. These models use algorithms and linguistic rules to process and analyze text or speech data, enabling tasks such as language translation, sentiment analysis, and text summarization. Natural Language Processing (NLP) models have been in development since the 1950s (Jones, 1994), but it was not until the past decade that they gained significant attention and advancement, particularly with the development of deep learning techniques and large datasets (Fuchs, 2023, p. 1).

Neural Systems: Neural Systems refer to computational models inspired by the structure and functioning of the human brain’s neural networks. Neural systems mimic the human brain (Maboloc, 2023, p. 1). In the context of AI, neural systems are utilized for tasks such as pattern recognition, decision-making, and learning from data, often implemented through artificial neural networks.

Training Data: Training Data refers to the dataset used to train machine learning models and AI systems. It consists of labeled or unlabeled examples that enable algorithms to learn patterns, make predictions, and improve their performance on specific tasks. If the training data is not adequately diverse or is of low quality, the system might learn incorrect or incomplete patterns, leading to inaccurate responses  (Fuchs, 2023, p. 2).

Turing Test: The Turing Test is a measure of a machine’s ability to exhibit intelligent behavior that is indistinguishable from that of a human. Proposed by Alan Turing in 1950 who described the existence of intelligent reasoning and thinking that could go into intelligent machines (Crompton & Burke, 2023, p. 2), the test involves a human evaluator engaging in a natural language conversation with both a machine and another human without knowing which is which. If the evaluator cannot reliably distinguish between the machine and the human, the machine is considered to have passed the Turing Test. The Turing Test was proposed as a code of protocol to understand whether a machine can exhibit intelligent behavior equivalent to, or indistinguishable from, that of a human (Tlili et al., 2023, p. 2).

References

Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1), 43. https://doi.org/10.1186/s41239-023-00411-8

Chen, Y., Jensen, S., Albert, L. J., Gupta, S., & Lee, T. (2023). Artificial Intelligence (AI) Student Assistants in the Classroom: Designing Chatbots to Support Student Success. Information Systems Frontiers, 25(1), 161–182. https://doi.org/10.1007/s10796-022-10291-4

Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20(1), 22. https://doi.org/10.1186/s41239-023-00392-8

Fuchs, K. (2022). The importance of competency development in higher education: Letting go of rote learning. Frontiers in Education, 7, 1004876. https://doi.org/10.3389/feduc.2022.1004876

Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: How may AI and GPT impact academia and libraries? Library Hi Tech News, 40(3), 26–29. https://doi.org/10.1108/LHTN-01-2023-0009

Maboloc, C. R. (2023). Chat GPT: The need for an ethical framework to regulate its use in education. Journal of Public Health, fdad125. https://doi.org/10.1093/pubmed/fdad125

OpenAI. (2023). ChatGPT: Optimizing language models for dialogue. https://openai.com/blog/chatgpt.

Popenici, S. A. D., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1), 22. https://doi.org/10.1186/s41039-017-0062-8

Rahaman, Md. S., Ahsan, M. M. T., Anjum, N., Terano, H. J. R., & Rahman, Md. M. (2023). From ChatGPT-3 to GPT-4: A Significant Advancement in AI-Driven NLP Tools. Journal of Engineering and Emerging Technologies, 1(1), 50–60. https://doi.org/10.52631/jeet.v1i1.188

Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 1–24. https://doi.org/10.1186/s40561-023-00237-x

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0

A Brief History of AI

A Brief History of AI

The roots of AI can be traced back to the mid-20th century when researchers began exploring the possibility of creating machines that could simulate human intelligence. From the early days of simple problem-solving algorithms to the development of complex neural networks and deep learning models, AI has made significant strides in its evolution. It has transitioned from rule-based systems to data-driven approaches, unlocking capabilities such as natural language processing, computer vision, and autonomous decision-making. Over the years, AI has transformed from a theoretical concept to a practical reality, permeating various aspects of our daily lives and demonstrating its potential to reshape the future of education and beyond.

The birth of AI goes back to the 1950s when John McCarthy organised a two-month workshop at Dartmouth College in the USA. In the workshop proposal, McCarthy used the term artificial intelligence for the first time in 1956 (Russel & Norvig, 2010, p. 17) (Zawacki-Richter, 2019, p. 3), as he followed up on the work of Turing (Crompton & Burke, 2023, p. 2). Specifically, McCarthy’s use of the word “artificial intelligence” (AI) was intended to refer to machines and processes that imitate human cognition and make decisions like humans (Tlili, 2023, p. 1). There have certainly been lulls in the forward progress of AI since the coining of the term, and recent years have seen a significant change in artificial intelligence.

Currently, AI capability is developing rapidly (Sweeney, 2023, p. 2). At the end of 2022, Chat GPT developed by OpenAI was hailed as the most advanced intelligent machine closest to passing the Turing test, ushering in a new, vibrant era of artificial intelligence  (Yu, 2023, p. 02).

References

Crompton, H., & Burke, D. (2022). Artificial intelligence in K-12 education. SN Social Sciences, 2(7), 113. https://doi.org/10.1007/s43545-022-00425-5

Russel, S., & Norvig, P. (2010). Artificial intelligence – a modern approach. New Jersey: Pearson Education.

Sweeney, S. (2023). Who wrote this? Essay mills and assessment – Considerations regarding contract cheating and AI in higher education. The International Journal of Management Education, 21(2), 100818. https://doi.org/10.1016/j.ijme.2023.100818

Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 1–24. https://doi.org/10.1186/s40561-023-00237-x

Yu, H. (2023). Reflection on whether Chat GPT should be banned by academia from the perspective of education and teaching. Frontiers in Psychology, 14, 1181712. https://doi.org/10.3389/fpsyg.2023.1181712

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0

Ways to use AI in K-12 Classrooms

Ways to use AI in K-12 Classrooms

The empirical literature outlines a number of ways that artificial intelligence (AI) might be used in K-12 education. Despite these categories of use being identified as researchers as viable uses for AI in the K-12 classroom, many teachers are either unaware of these new resources, or they are unfamiliar with how to use these new tools, and the result is the same: at this time, they are either underutilized, or not utilized at all.

Regardless of the ubiquity (or lack thereof) of the use of these tools, we’ll  briefly outline some of the potential value that the academy suggests AI may bring to the K-12 environment.

Despite a paucity of research specific to K-12 education, the literature is filled with examples of uses for artificical intelligence in the K-12 classroom. For example, Holstein et al (2018) used Lumilo as mixed-reality glasses that allowed the educator to see the physical data of the student’s body language and also provided an additional digital layer over each student  (Crompton & Burke, 2022, p. 117).  AI programs, such as CyWrite, WriteToLearn, and Research Writing Tutor are being used to unpack and analyze student writing and provide feedback to the educator (Hegelheimer, et al. 2016). Crompton and Burke (2022) made reference to AI tutors literature review, noting that they provide one-to-one support for students, with tutoring matched to the student’s cognitive level followed by immediate, targeted feedback (Luckin, et  al. 2016). Examples of AI tutors include systems, such as ACTIVE Math, MAThia, Why2Atlas, Comet, and Viper which are used for a variety of subjects and grade levels (Chassignol et al. 2018). BERT, RoBERTa and XLNet are primarily focused on understanding the underlying meaning of text and are particularly useful for tasks such as sentiment analysis and named entity recognition  (Lund & Wang,  2023, p. 27).

So, the literature is currently outlining some uses for artificial intelligence that, in my estimation, and from my vantage point of working as the coordinator of educational technology, are not yet being used by teachers who are in front of our K-12 students. We are not going to endeavour to locate and test the affordances that are mentioned in the literature, but rather, we acknowledge that there is progress made in this area on a daily basis, and as applications involving artificial intelligence become more ubiquitous and/or more affordable, their usage will be inevitable in our K-12 classrooms worldwide.

References

Chassignol M, Khoroshavin A, Klimova A, Bilyatdinova A (2018) Artificial intelligence trends in education: a narrative view. Procedia Comput Sci 136:16–24. https://doi.org/10.1016/j.procs.2018.08.233

Crompton, H., & Burke, D. (2022). Artificial intelligence in K-12 education. SN Social Sciences, 2(7), 113. https://doi.org/10.1007/s43545-022-00425-5

Hegelheimer V, Dursun A, Li Z (2016) Automated writing evaluation in language teaching: theory, development, and application. Comput Assist Lang Instr Consort J 33(1):2056–9017

Holstein K, McLaren BM, Aleven V (2018) Student learning benefits of a mixed-reality teacher awareness tool in AI-enhanced classrooms. In: Rosé C, Martínez-Maldonado R et al (eds) Proceedings of the 19th International Conference on Artificial Intelligence in Education (AIED 2018). LNAI 10947 Springer, New York, pp 154–168

Luckin R, Holmes W, Forcier LB, Griffiths M (2016) Intelligence unleashed: an argument for AI in education. https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innov ation/Intelligence-Unleashed-Publication.pdf.

Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: How may AI and GPT impact academia and libraries? Library Hi Tech News, 40(3), 26–29. https://doi.org/10.1108/LHTN-01-2023-0009

Start at the Beginning

Start at the Beginning

Let’s start at the beginning (more or less) with Artificial Intelligence in K-12 education. The starting point I will identify will be the launch of ChatGPT, as it is the point of awareness for the majority of the population of our planet, that AI has arrived, and it is here to stay. This is not to say that there have not been components of AI in K-12 education prior to ChatGPT, certainly, there have been. But ChatGPT ‘s launch represents a fundamental change in the way that AI is understood, viewed and mentally represented by the majority of people.

At the end of 2022, OpenAI launched a chatbot, named ChatGPT, that within five days attracted over one million users (Doshi et al., 2023, p. 6; Yu, 2023, p. 01). ChatGPT revolutionised people’s understanding of AI simply by being so very easy to use. The ChatGPT screen appears very similar to a search screen such as that of Google, but the space for the user to type in appears at the bottom of the screen. It also, unlike a search engine, provides some suggestions for the user in terms of interacting with the chatbot.

The layout of ChatGPT is so minimal, that it becomes obvious to new users how they are to proceed in order to interact with the artificial intelligence.

It’s important to know that the free version of ChatGPT (GPT-3.5 as shown at the top of the image), as of the date of this blog post, has been trained on data up to 2021. (The paid version, GPT-4 has been trained to a more recent point; According to the company who created ChatGPT, OpenAI, it has limited knowledge of world and events after 2021. The model has been trained on a diverse range of texts, including books, articles, and websites, allowing it to understand user input, generate responses, and maintain coherent conversations on a wide range of topics  (Chan & Hu, 2023, p. 2). When you ash ChatGPT a question, you receive a response that reads as smoothly as if a human had considered your question and took time to craft a response. Without taking a deep dive into the technical details, it is worth noting that the chatbot called ChatGPT was trained using more than 175 billion parameters (Chan & Hu, 2023, p. 2). This massive training is how, despite that it is actually not connected to the Internet (OpenAI, 2023), it is able to construct responses that “feel” human.

References

Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1), 43. https://doi.org/10.1186/s41239-023-00411-8

Doshi, R. H., Bajaj, S. S., & Krumholz, H. M. (2023). ChatGPT: Temptations of Progress. The American Journal of Bioethics, 23(4), 6–8. https://doi.org/10.1080/15265161.2023.2180110

OpenAI. (2023). What is ChatGPT? https://help.openai.com/en/articles/6783457-what-is-chatgpt

Yu, H. (2023). Reflection on whether Chat GPT should be banned by academia from the perspective of education and teaching. Frontiers in Psychology, 14, 1181712. https://doi.org/10.3389/fpsyg.2023.1181712

Researching AI in Education

Researching AI in Education

 My blog has been quiet for a while. I’ve been grappling with my research ideas, and passions. So much so, that I have come to term this phase as my mid-degree crisis. I’ve made the decision to change my focus to a currently pressing topic in education; Artificial Intelligence.

I am still sussing out the actual research question, but I want to try to look at this new tool/resource as more than just a new challenge to the classroom, but rather through a lens of teacher wellness. How can we use this new tool that is growing more ubiquitous by the day to perhaps take something off the plates of teachers? 

These are the conversations I am hoping to have with teachers this school year while I work through the literature review portion of my dissertation, and hammer down the official research question and associated methodologies.

Research – Preliminary thoughts

Research – Preliminary thoughts

My research topic is an evolving decision. I have entered my doctoral program with a number of potential research interests. As I’ve already blogged, the one that keeps coming back around is the concept of strengthening the teacher-student relationship with the use of technology. 

I have a loose hypothesis in my head that there is something to the one-on-one nature that certain digital technologies can offer that relationship. I’ve seen it play out positively a few times over recent years, and I feel like there is more there than meets the eye. Of course, it has issues such as boundaries, appropriateness of communication and the documentation of these things, but those topics can be more broadly tackled as my research unfolds.  For the summer of 2022, I am starting by taking a step back to first look at the teacher-student relationship, and the pedagogical role it plays. Then I will open it up slightly to include digital technologies as they have been previously used and studied.

Research Interest

Research Interest

As I reflect on my research, I realize that my passions have evolved organically from over two decades spent in the classroom in K-12 learning.

I am specifically interested in using technology and ubiquitous connectedness to improve the teacher-student relationship.

To get to that place, I need to take a few steps back, and find out what the literature tells us about the importance of that relationship in the career as “Teacher”. I know from my 23 years in the classroom that the relationship between the teacher and each student is important, and any steps that can be taken to improve the quality of that connection will improve outcomes for the student.

But I do not know the specifics of this. Does a good relationship with the teacher improve academics? Does it change in-class behaviour? Does it alter the student’s commitment to the classwork? Are there any changes to out-of-class behaviours such as homework completion or test studying?  My initial research needs to seek answers to these questions.

I realize that as I read the literature, and as I find answers or partial answers to that early list of questions, I am likely to have more questions emerge. This is a journey, and I am only setting my feet onto the first part of this path. The years ahead will reveal the clarity of where this path will go.

That said, the next phase of my inquiry will move into the teacher-student relationship when there is a screen involved. Two years ago our planet was thrust into a circumstance of emergency online learning, and the relationships that had existed in the face-to-face classroom were moved online. Teachers were not prepared for this shift, but with grit and perseverance, they did their best to make it work. Clearly there is data to be found in the pandemic reality; some data may be relevant to my research.

As of today, my interest for my doctoral research will in some way fall into the idea that perhaps teachers can leverage the power of technology, and mobile technology to improve the quality of their relationships with their students. I have personal experience as a teacher that suggests there may be something to learn here; I’ve additionally seen this play out with other educators, so now I want to know more. Actually, I need to know more.

The way that we use our technology continues to evolve. What was the intended use for a particular technology when it was first deployed may not be the way that it actually used once it is in the hands of humans. An illustrative example of this would be Facebook. It was designed for humans to connect to and communicate with other humans. However, it did not take long before businesses were starting Facebook profiles to connect to their clients. The programmers at Facebook had to reenvision the product, and “pages” and “groups” were created to address this style of usage.

I think this is a topic worth researching because we live in an interconnected world, and at times, technology can create the perception of a more distracted or distant relationship to others, yet we are more connected to others than we have ever been. How can we utilize the mobile technologies that we regularly engage with to better support learners, and to facilitate stronger relationships? We know that the relationship between teacher and student is important, but some students can be difficult to build rapport with. Can digital technologies bridge any of those gaps? Can mobile technologies strengthen positive relationships? Can they provide the starting point for relationships with students who present greater challenges in our classrooms? How can we harness the power while mitigating the risks?

Song, H., Kim, J., & Luo, W. (2016)

Song, H., Kim, J., & Luo, W. (2016)

When Song, Kim, and Luo (2016) conducted their research into the role of teacher disclosure in the teacher-student relationship in online classes, they conducted their work in a mid-western American university, surveying 534 undergraduate students. They demonstrate by citing previous research that it is well understood in education that the teacher-student relationship is an important factor in student success. To acquire accurate data for their analysis, they selected one aspect of teacher interpersonal communication; self-disclosure, and to obtain data regarding learning they focused on two dependent variables; the perceived knowledge gain and class satisfaction of the students. They used an identical questionnaire for face-to-face (FtF) learners as they did with online learners in order to compare the two environments in a compatible manner. To further strengthen the robustness of the data they were seeking, participants were recruited from only large introductory communication courses. Age was included as the control variable.

The first survey was conducted with a focus on face-to-face learning, and they note that among the survey respondents there were more females than males with the ratio being approximately 70% females. The second survey was conducted a semester later and focused on online learners. The same survey was administered to the online learners (this time the female percentage was only 55) a semester later. The sample groups were comprised of different students so as to avoid test sensitization. Most students in the sample had taken both online and FtF classes at the college where the study took place, allowing researchers to make systematic comparisons of the two environments. 

Findings of their study revealed that the impact of teacher self-disclosure on teacher-student relationship is stronger in online classes as compared to face-to-face classes. They assert that it has a higher implication in the online environment because there are reduced cues is the remote environment that facilitate easy and natural self-disclosure. Their statement “online environments [that] may preclude teachers from revealing even basic information such as demographics (e.g., age, ethnicity), voice or personality, which can be readily available in FtF classes” (p. 441)  indicates that no video lectures are factored in to their definition of online learning, neither in the form of flipped classroom pre-recorded lectures, nor through video conferencing applications such as Skype or Zoom. They also explicitly stated that their data showed that teachers disclose themselves significantly less online than they do in the FtF classroom. 

This research was novel in that the majority of previous research on topics of relationships in the online environment was completed using applications whose main purpose was the forming of relationships (social networking sites or dating sites). As online classes are not generally centered around the building of relationships, there was a gap in the research that Song et al. have begun to fill in with this study. 

Their study suggests that teachers should be mindful of the absence of their personal self-disclosure in the online classroom in order that they take deliberate steps to include this critical piece of human interaction when instructing in the online environment. They do not suggest what type of information should be revealed in order to facilitate this disclosure and subsequent relationship improvement. They also acknowledge that this area is one that requires further study.

 

References

Song, H., Kim, J., & Luo, W. (2016). Teacher–student relationship in online classes: A role of teacher self-disclosure. Computers in Human Behavior, 54, 436–443. https://doi.org/10.1016/j.chb.2015.07.037

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