I got my Ethics Approval!

I got my Ethics Approval!

I got the green light today! 

The ethics process is not an interesting one to blog about, but it is a crucial step in the research process. The questions in the ethics application delve deeply into the rationale for conducting the research, but more importantly, the impact that the research may have upon participants. The application was completed by me, with my supervisor as the Principal Investigator. She assisted me in ensuring that the appplication was thoroughly completed.

The application is then reviewed by the Institutional Research Information Services Solution (IRISS) and they respond with items that need clarification and/or attention. After a couple of back and forth online conversations regarding the needed revisions, my application was approved.

I then had to file the approved paperwork with the school district I will be working with for my research as they require the paperwork 30 days in advance of the commencement of my research. I have submitted that already, as I am hoping to deploy my survey on August 20, as there is a looming threat of a teacher strike occurring early this fall. If I am going to have to be on strike, I’d like to be conducting the data analysis while that happens!

I am now a Doctoral Candidate!

I am now a Doctoral Candidate!

I passed it!!

I passed my candidacy exam this morning! The above images reveal my nervousness in the moments leading up to the Zoom exam, and in the moments at the end. Let me explain.

The photo of the papers are my specific research questions as they are worded in my proposal, and the propositions that I have put forth as part of my case study methodology. I anticipated that I might freeze and then panic trying to recall exactly how I worded them in the final proposal, and words matter. The last thing I wanted to do was to misquote myself with respect to where the final wording landed for the questions and end up babbling!!

The photo on the right is of the esteemed faculty who served as my examination committee. I forgot to ask permission to post a photo to blog about my experience, so I have blurred all individuals as they were not offered an opportunity to decline.

What is a Doctoral Candidacy Exam like?

I can only speak to my personal experience, but if you are curious, this is how it played out:

In advance of the exam, I met with my Candidacy; a group that comprises my incredible supervisor, and two other faculty members who are experts in the field of studies where my specific research has landed. We selected two other faculty members (both were from UCalgary as well, and when I defend, there will need to be a member from another institution, but for candidacy, the examinors can all be from UCalgary) and my proposal was provided to them several weeks prior to the exam.

A seventh professor particpates in the examination as the “neutral chair”; and their job is to ensure that times are adhered to, and that protocols are followed. As I understand it, this allows the other professors to focus on the examination as someone else is watching the clock.

To start the exam, I was given the first fifteen minutes to give a presentation to the group about my research and my proposal. Upon completion of my presentation, each examiner, beginning with the professor who is “farthest from my research” asked me questions about my research. I then had ten minutes in which to respond to the questions. I was allowed to take my time in considering my responses, and if I wished to consult my paperwork, notes, etc. that was allowable. But ten minutes to respond is actually a fairly truncated period of time, so it was important to be well-versed and confident in my research intentions. Then the second examiner asked a question and again, I had ten minutes to respond. The questions then moved to the members of my Candidacy Committee, each had the same opportunity to pose questions about my research, and again, I had ten minutes to respond to each. The last to question me was my Supervisor.

We then took a 5 minute break.

And then we repeated the above process.

At the end of the second round of questioning, I logged out of Zoom entirely to allow the examiners to discuss the status of my candidacy. 

While they were only discussing for a matter of minutes, not hours, it felt much longer than it was.

But with a unanimous decision, they declared that I had passed the exam, and I am now a doctoral candidate, and I can proceed with completing my ethics application to the university to earn the green light to conduct my research!

Take the Challenge! Make this the Best Year Ever!

Take the Challenge! Make this the Best Year Ever!

Download our free planner here!!

A great school year is built on great relationships…. for both teachers and students. The best learning occurs in classrooms where relationships are prioritized. 

Our free planner provides you an EASY strategy to take control of those relationships in a deliberate, equitable, targeted manner where all student strengths will be celebrated.

Developed from the research literature on the Teacher-Student relationship, this planner lays out a strategic approach for the coming school year to easily build great relationships with every student, and their families. 

Citations for the references contained in the planner are listed at the bottom of this page.

References

Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (2015). Patterns of attachment: A psychological study of the strange situation. Routledge. (Original work published in 1979).

Ang, R. (2005). Development and Validation of the Teacher-Student Relationship Inventory Using Exploratory and Confirmatory Factor Analysis. The Journal of Experimental Education, 74(1), 55–74. https://doi.org/10.3200/JEXE.74.1.55-74

Ang, R. P., Ong, S. L., & Li, X. (2020). Student Version of the Teacher–Student Relationship Inventory (S-TSRI): Development, Validation and Invariance. Frontiers in Psychology, 11, 1724. https://doi.org/10.3389/fpsyg.2020.01724

Aultman, L. P., Williams-Johnson, M. R., & Schutz, P. A. (2009). Boundary dilemmas in teacher–student relationships: Struggling with “the line.” Teaching and Teacher Education, 25(5), 636–646. https://doi.org/10.1016/j.tate.2008.10.002

Birch, S. H., & Ladd, G. W. (1996). Interpersonal relationships in the school environment and children’s early school adjustment: The role of teachers and peers. In J. Juvonen & K. Wentzel (Eds.), Social motivation: Understanding children’s school adjustment. New York: Cambridge University Press.

Corbin, C. M., Alamos, P., Lowenstein, A. E., Downer, J. T., & Brown, J. L. (2019). The role of teacher-student relationships in predicting teachers’ personal accomplishment and emotional exhaustion. Journal of School Psychology, 77, 1–12. https://doi.org/10.1016/j.jsp.2019.10.001

Hamre, B. K., & Pianta, R. C. (2001). Early Teacher-Child Relationships and the Trajectory of Children’s School Outcomes through Eighth Grade. Child Development, 72(2), 625–638. https://doi.org/

10.1111/1467-8624.00301

Hattie, J., & Yates, G. (2013). Visible learning and the science of how we learn. Routledge. https://doi-org.ezproxy.lib.ucalgary.ca/10.4324/9781315885025

Peter, F., & Dalbert, C. (2010). Do my teachers treat me justly? Implications of students’ justice experience for class climate experience. Contemporary Educational Psychology, 35(4), 297–305. https://doi.org/10.1016/j.cedpsych.2010.06.001

Quin, D. (2017). Longitudinal and contextual associations between teacher–student relationships and student engagement: A systematic review. Review of Educational Research, 87(2), 345–387. https://doi.org/10.3102/0034654316669434

Stuhlman, M. W., & Pianta, R. C. (2002). Teachers’ narratives about their relationships with children: Associations with behavior in classrooms. School Psychology Review, 31(2), 148–163. https://doi.org/10.1080/02796015.2002.12086148

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. V. MCole, S. John-Steiner, S. Scribner & E. Souberman (Eds.). Cambridge, MA: Harvard University Press.

Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology 89(3), 411-419.

Masterclass in Graduate Studies Organization

Masterclass in Graduate Studies Organization

Completing a graduate degree while working full-time, having a family, and wanting to still have some personal time requires planning and deliberate strategies. As a specialist in education and educational technology, I have developed a simple, but layered plan through which to complete my doctoral degree with minimal stress. 

In the video below, I outline for you how to set yourself up to enjoy your degree, experience success, and feel in control of the process every step of the way.

Through the use of an iPad equipped with the app Goodnotes, and a computer with Zotero and Google slides, I have limited my paper consumption significantly, and have streamlined my research process.

What is the “Turing Test?”

What is the “Turing Test?”

At a conference at Dartmouth in the 1950s, Alan Turing; the mathematician and computer scientist who had played a crucial role in cracking the Enigma Code in the second world war was engaged in conversations with other intellectuals about machines, computation, and future technologies. 

Originally called “The Imitation Game” (a movie of this name was released in 2014), the Turing Test as we now know it, was proposed to answer the question “can machines think like humans?” To this end, a human would be situated apart from both another human and a machine. Both the computer (machine) and the human would respond to the queries of the human subject. When the subject can not discern if the response came from a human or a machine, the test is said to have been passed.

When ChatGPT was released on November 30, 2022, many feel that at that moment, the Turing Test was officially passed; and this change has impacted many aspects of the global society already. Time can be saved through the use of ChatGPT, written content can be improved, tedious writing tasks can be assisted, and human written output can be bolstered. Of course, there are challebges as well; teachers in particular face some challenge at this time in discerning if a student has authentically written the work they are submitting for grading.

These topics are all covered in other blog posts, and so today’s topic answers the question “What is the Turing Test?”

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.

Pin It on Pinterest