Home Tags Posts tagged with "responsible use"
Tag:

responsible use

AI/VRArtificial IntelligenceClassroom ManagementCommunicationCTO/CIODigital CitizenshipDigital LiteracyUncategorized

Responsible AI Adoption

by Miguel Guhlin
written by Miguel Guhlin

While attending a start-of-the-year school district event, it became apparent to me that many districts are at different places in a journey towards adopting AI in schools. The fundamental question for them is, “How can we as educators responsibly harness the power of AI while safeguarding student interests?” As artificial intelligence (AI) reshapes how schools work — and leaders lead — schools face the challenge of effective, ethical integration of AI in academic settings.

That’s why we’re providing two powerful documents that you can use to integrate AI responsibly into your district.

The first document gives you a roadmap towards full AI adoption in your school organization. The second provides you with TCEA’s Essential Learning Expectations for AI. Together, these documents provide a framework for AI adoption in your teaching, learning, and leading spaces. They seek to provide practical guidance for educators trying to make sense of it all.

Key Points

It’s important to keep several key points in mind, especially since AI adoption in schools will take time. There are no shortcuts, but you can track your school or District’s progress using the Five Phases of District AI Adoption. Those phases include:

  1. AI Secured. At this phase, AI usage is prohibited or discouraged.
  2. AI Exploration. In this phase, guardrails are available that allow exploration of free versions of digital tools.
  3. AI Pilot Programs. Managed AI tools are introduced for specific purposes.
  4. AI Unification. A clear district-wide approach to centralized AI use is in place and it is integrated into key areas.
  5. AI Everywhere. AI is fully integrated into school district policies, procedures, curriculum, and guidance is available to all.

These descriptions briefly touch on the points raises in the infographic above. Let’s take a closer look at each of the categories that define each phase.

Categories

There are also categories that define each phase, including:

  • District Policy. Policy moves from outright securing of AI tools to full integration and acceptance.
  • Account Management. This area determines central account management, moving from no accounts allowed to integration into single-sign-on (SSO).
  • District Guidance. The District has put together documents providing specific guidance on the use and evaluation of AI tools for a variety of purposes.
  • Curriculum Integration. AI usage in the classroom ranges from non-usage to teacher and student use.
  • Community Outreach. Shifts from focusing on fear to inviting the community to better understand what part AI plays in K-12 education.

What other areas are key to responsible AI adoption? Let’s take a look.

Data Privacy and Security

Protecting student information is paramount when using AI tools in education. Account management for students and staff, data is critical. Districts must ensure AI solutions are part of SSO. This makes it easier for staff and students to access it in approved ways. Do this to safeguard sensitive information. Another point to remember? Communicate clear suggestion on how to protect data.

Here’s a sample classroom scenario to illustrate this:

Mr. Rodriguez, a middle school math teacher, uses an AI-powered math practice app. Before implementation, he ensures all student data is anonymized and securely stored, explaining to parents how the tool enhances learning without compromising privacy.

AI as a Supplemental Tool

Responsible AI adoption seeks to enhance, not replace, curriculum and instruction. When exploring how to use AI in the classroom, knowing what guidance to give teachers and staff is critical. AI should be approached as a tool that complements our efforts at teaching and learning, not supplants it.

What this might look like in the classroom:

Dr. Lee, a biology professor, incorporates an AI-driven virtual lab simulation into her course. She emphasizes to students that this tool complements hands-on lab work, providing additional practice opportunities rather than substituting real experiments.

Critical Thinking and Media Literacy

AI isn’t a panacea or perfect tool. While many know that they need to be critical, they may be unsure of how to best critique and assess AI generated content. To ensure staff and students don’t simply use and consume AI content uncritcally, all must learn to critically evaluate AI-generated content.

You can find several critical thinking approaches in the TCEA blog, as well as direct mention of The SIFT Approach.

View | Get a Copy in Canva | Get PPTx or PDF

Consider this scenario with an elementary school librarian:

Ms. Patel, an elementary school librarian, designs a lesson on distinguishing between human-written and AI-generated stories. She guides students through analyzing text characteristics and discussing the importance of human creativity.

TCEA Essential Learning Expectations

TCEA offers Essential Learning Expectations for students, teachers, school leaders, and instructional coaches.

The Essential Learning Expectations for AI in Education are designed to guide all stakeholders in the educational system – teachers, students, instructional coaches, and administrators – in the ethical and effective use of AI technologies. These expectations build upon existing educational research and best practices, while addressing the unique challenges and opportunities presented by AI in learning environments.

The TCEA Essential Learning Expectations (ELEs) for Artificial Intelligence (AI) in Education (View | Get a copy)
TCEA Essential Learning Expectations (ELEs) for AI in Education – Generated by Author

The TCEA ELEs for AI in Education include:

  • AI Literacy
  • Ethical AI Use
  • AI-Enhanced Learning
  • AI and Critical Thinking
  • AI Collaboration and Innovation

You can explore these expectations in more details with examples in this document.

Responsible AI Adoption

By adopting a phased approach and sticking to essential guardrails, you can begin the work of using AI in teaching, learning, and leading situations. You will be able to seize the benefits of AI, while protecting students and staff. What’s more, you can use AI to have a positive impact on the work you are about in K-12 education.

0 comment
2 FacebookTwitterPinterestLinkedinEmail
Colorful graphic with title "How to Create a Responsible Use Policy for AI" and subtitle "Explore a 9-step process and 10+ resources"
Artificial Intelligence

How to Create a Responsible Use Policy for AI

by Emily Horn
written by Emily Horn

It’s become more and more apparent that artificial intelligence (AI) is now a part of our everyday lives. Whether used for personal or professional reasons, AI serves many purposes and can help with or complete a variety of tasks – for educators and students. But there are benefits and risks involved, especially when it comes to data privacy and ethical use. Many schools and districts are considering or developing AI policy. Some have blocked AI altogether for both teachers and students.

But just as it was important when we moved to 1:1 devices in school settings, like it or not, it’s more important than ever before for schools to guide students and staff in learning to use AI responsibly and ethically rather than just blocking it. Let’s take a look at how we can build a foundation for acceptable, responsible use in schools through responsible use policies and help our students build good digital habits and become even more responsible digital citizens. 

What Is a Responsible Use Policy (RUP)?

An RUP, also known as RUA (Responsible Use Agreement), is a formalized agreement that focuses on good digital citizenship habits and responsible use of technology. In contrast to an AUP (acceptable use policy), which outlines “dos” and “don’ts” and provides “sanctions” for misuse, an RUP intentionally focuses more on “dos.” Instead of the spotlight shining on what’s acceptable, it’s about students being responsible. Of course, it is still important for students to know who to contact about unsafe or inappropriate content or use. It is also important for them to know what will happen should they do something that doesn’t align with the RUP. 

TCEA’s Miguel Guhlin points out that any misuse of technology (not just misuse of AI) should be addressed as it arises in alignment with a school’s holistic discipline policy. The same goes with academic integrity. Guhlin suggests taking a Restorative Justice approach should misuse arise. “School districts need to have aspirational documents. Misuse of AI should not be handled as a separate instance of discipline or given its own punishments.” I have to say, I completely agree.

All this is great. But how should a school approach AI when it comes to technology policy?  

How to Integrate AI into an RUP  

As you begin, it is important to reference your state association of school board’s policies, which have already been reviewed by a legal team, and any policy-related resources.

1. Form a committee of multiple stakeholders.

Intentionally form a committee with teachers, students, parents, administrators, technology staff, and members of the larger community represented. Ensure that there is more than one member who has experience with and knowledge of AI.

2. Gather resources (articles, podcasts, etc.) about the responsible use of AI to review and process together. 

Review resources to expand the committee members’ understanding and views of how AI can be used by students to deepen learning. Explore responsible, safe, and ethical uses of AI in schools. 

3. Determine appropriate “best” uses for AI that align with your school/district values.

After the committee has reviewed resources, discuss, clarify, and determine ethical, safe, and responsible ways students can use AI for learning purposes and their academic growth in your school setting. 

4. Review current policy and discuss how and where language about AI should be incorporated. 

Where do the committee’s determinations about AI use fit into current policy? How should the current policy be adjusted to reflect expectations for AI use moving forward? Revise and update the policy to outline and reflect expectations for the responsible and safe use of AI. 

5. Solicit feedback on the drafted policy from the community. 

Once the policy has been revised and updated, present the policy to the community and any governing bodies for feedback. It is important to actively listen to and hear concerns, feedback, and additional perspectives. 

6. Edit, revise, and finalize the policy based on feedback. 

Construct a final draft to submit for approval. Be prepared to provide background information, resources, research, and reasoning. In other words, be prepared for success or for additional changes to be made to the policy.

7. Once approved, publish the policy for students and parents to sign. 

Once the policy has been approved and adopted, formalize it and provide it to staff, parents, and students, requiring students and parents to sign the policy. 

8. Provide ongoing training and professional learning for staff. 

In order for students to be taught to use AI safely, ethically, and responsibly, teachers must receive proper training and professional learning in this area. Educators should also receive content-specific training so they can employ safe AI tools and best practices when integrating AI into lessons, projects, and assignments.

9. As the AI (and technology) landscape continues to evolve, review the policy frequently. 

A policy is a living document that should be revisited regularly and updated when necessary to reflect up-to-date research, tools, uses, and best practices. Be prepared for the use of AI to be an ongoing and ever-changing conversation within the school community, meaning your policy will likely need adjusting.

A colorful infographic showing the 9 steps for Integrating AI into technology use policies from the article.
Download the PDF.

Resources for Creating an RUP

AI4K12.org: This is an initiative working to develop national guidelines for AI in K-12, a resource directory for AI instruction, and a community focused on AI in K-12 settings. There are many resources provided, such as posters, graphics, big ideas, activity guides, books, reports, and more. This site is worth spending some time on! 

Classroom Policies for AI Generative Tools: This is such an interesting resource! Lance Eaton has created a crowdsourced document where educators can submit their course guidelines and policies on AI to be added to a 37+ page list. Most of the submissions are from high education sources, but this insight can certainly help us prepare our secondary students for what’s to come and give us some ideas for K-12 settings. 

TeachAI.org: This brand new organization (steered by Code.org, ETS, ISTE, Khan Academy, and World Economic Forum) is working to bring together numerous associations, companies, organizations, government agencies, and more for the purpose of producing guidelines for teaching with AI, to create a framework for computer science that includes AI, and to provide reports, webinars, and meetings about AI.   

Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations (May 2023): This report by The Office of Educational Technology offers insights and recommendations “ to engage teachers, educational leaders, policy makers, researchers, and educational technology innovators and providers as they work together on pressing policy issues that arise as Artificial Intelligence (AI) is used in education.” I’d recommend taking a look at this report and reading some of the associated blog posts. 

AI Acceptable Use Policy for English Language Arts (May 2023): This article by Alice Keeler provides a great resource for teachers whose schools may not have a schoolwide policy on AI just yet. This example classroom policy clearly outlines guidelines, violations, acceptable uses, and example prompts (acceptable and unacceptable). In my opinion, this is a great reference! 

Writing School AI Policies? Use these 10+ Resources (June 2023): In this article by Matt Miller, you’ll find a ton of resources on the ethical, responsible, and safe use of AI for both teachers and students. Resources include publications from UNESCO and MIT, as well as several books and online courses.

AI Exploration for Educators: There is a wealth of information (like this Bringing AI to School: Tips for School Leaders guide) in this compilation of guides, blog posts, podcasts, studies, and more by ISTE. This is a great place to start looking into how AI can be used, to explore ethical questions and risks, and to get practical information. 

Artificial Intelligence in K12 (Spring 2023): In this comprehensive report by CoSN, review challenges with defining AI, AI in education today, questions and considerations for schools, the potential of AI, and various resources.  

AI + Ethics Curriculum for Middle School: With a growing career landscape in the field of artificial intelligence, MIT has created an open-source curriculum with lessons and activities on both the technical aspects of AI and its ethical considerations.  

Setting Conditions for Success: Creating Effective Responsible Use Policies for Schools (2022): In this document published by CoSN in collaboration with ISTE, Digital Citizenship Coalition, and the Association of Technology Leaders in Independent Schools, you’ll be taken through the examples of what to do and what not to do, see tips on what to include and how to create an effective policy, and you’ll see examples of template for elementary and secondary students. This is more of a generic example that isn’t necessarily related to AI.

Additional Reading on AI:

TechNotes Articles:

0 comment
2 FacebookTwitterPinterestLinkedinEmail
Two shelves with the seven book covers from the post on them.
Digital Citizenship

Seven Picture Books with Digital Citizenship Themes

by Pattie Nix
written by Pattie Nix

Nowadays computers and iPads are as common in the classroom as pencils and paper. When students leave our classrooms, they go home to play on their own personal devices. Teaching healthy digital habits can’t wait; it has to begin the minute we hand a Chromebook to a kindergartener. Teaching healthy digital habits or digital citizenship, as we like to call it, doesn’t have to be difficult or complicated, though. In fact, it can be as easy as sharing a fun read-aloud with your class and using a picture book to teach digital citizenship.

Why Picture Books Work for Teaching Digital Citizenship

Picture books are the perfect, unlikely tool, for teaching digital literacy. Even topics like online bullying and responsible use can be easily taught using the right book. Picture books can be both fun and thought-provoking. Sharing a book on digital citizenship and responsible technology use through a read aloud helps build community with your students and facilitate important conversations on this topic. A picture book lesson can take as little as 15 minutes and requires little to no prep. Here are seven of my favorite picture books for teaching healthy digital habits and digital citizenship to our littlest learners.

1. Unplugged

Out of the many books available about limiting screen time, I use Steve Antony’s “Unplugged.” The message is clear in the text and the illustrations. When Blip the robot is plugged into her computer the illustrations are black and white. When Blip gets unplugged and falls down the stairs and out the door, the illustrations are in color. Children quickly see the point that Antony is trying to make, life online is dull compared to life in the real world.

2. Nerdy Birdy Tweets

“Nerdy Birdy Tweets,” by Aaron Reynolds, is a favorite for teaching responsible use. We all fell in love with Nerdy Birdy in Aaron Reynold’s first book about friendship, and the friendship lessons continue in the second book featuring Nerdy Birdy and Vulture. Students will first notice that Nerdy Birdy is ignoring his friend Vulture while playing an online game. Then Nerdy Birdy posts an embarrassing picture of Vulture on social media. Even though the post is funny, Vulture’s feelings are hurt. After reading this book, I give my students a cell phone template and they write down at least one way to be responsible, one good digital habit, on a cell phone. Then, for fun, they decorate the phone template and we hang them in the hallway.

3. The Fabulous Friend Machine

I use “The Fabulous Friend Machine,” by Nick Bland to teach about the dangers of talking to strangers online. A friendly chicken named Popcorn finds a phone. She is excited that there is someone on the phone messaging “hello,” so she says “hello” back. All day and night, Popcorn messages her new online friends and ignores her barnyard friends. Finally, Popcorn decides to meet her new friends only to discover they are wolves who want to eat her.  After this read-aloud, we make posters showing ways to stay safe online. 

4. TEK, The Modern Cave Boy

“TEK, The Modern Cave Boy,” written and illustrated by Patrick McDonnell, is always a hit with my students. With a similar theme as “Unplugged,” TEK’s message of limiting screen time is set during prehistoric times. TEK the cave boy spends all his time playing on devices and never leaves his cave. TEK misses out on all the winter fun during the Ice Age and never learns any dinosaur names! Then, one day a volcanic eruption shakes TEK up and helps him see the big beautiful world he has been missing. After reading TEK, students can make a list of activities they would miss if they spent all of their time on a device.

5. #Goldilocks, a Hashtag Cautionary Tale

“#Goldilocks, a Hashtag Cautionary Tale,” written by Jeanne Willis is a familiar story with a digital twist. Goldilocks breaks into the cottage of the three bears and posts pictures of all the damage she does to their house on her social media. The more things she tears up in the bears’ cottage, the more “likes” she gets. Goldilocks is eventually caught and punished because of the pictures on her phone. After a class discussion, students write down ways to be responsible with their digital footprint and note good digital habits on paper footprints that we hang down the hallway.

6. Troll Stinks

“Troll Stinks,” also by Jeanne Willis, is another book that puts a spin on a familiar tale. Before reading, make sure your students are familiar with the story of the “Three Billy Goats Gruff.” In “Troll Stinks,” two billy goats find a phone and have fun taking selfies and calling friends. But then, the billy goats make a bad decision and use the phone to send unkind messages to the troll. The goats are very surprised at the end when they actually meet the troll. This is a great book to use to talk about online bullying and being good digital citizens.

7. Once Upon a Time Online

Once Upon a Time Online Book Cover

“Once Upon a Time Online” by David Bedford is a fun book to teach responsible use. Familiar fairy tale characters find a laptop that falls from the sky. Cinderella uses it to buy clothes for the ball and Rapunzel finds a prince online. But as the story continues, the characters get in over their heads and it takes the fairy godmother to fix all the problems they create. Students will giggle while learning important lessons about the important digital habit of getting parental permission before using certain apps and websites.

These seven books are just the tip of the book iceberg! There are many more picture books that teach digital citizenship lessons and promote good digital habits through read alouds. If you are not using picture books yet, start today. And don’t miss out on this quick and effective way to reach even your youngest students.

0 comment
0 FacebookTwitterPinterestLinkedinEmail