House’s focus on technology and AI aligns with the district’s commitment to preparing students for a technologically advanced future. The partnership with the AI Education Project, as part of Maryland Gov. Wes Moore’s broader economic initiative, aims to provide cutting-edge education to students, teachers, staff, and school leaders. The district has also prioritized AI literacy and training, empowering nearly 1,500 educators to confidently use and innovate with AI tools. Addressing challenges such as data privacy, algorithmic bias, and ethical use, Prince George’s County Public Schools is dedicated to shaping a future where their community thrives in the age of AI.
AI is no longer a futuristic concept; it is a tangible reality with the potential to enhance and individualize the educational experience for a student population with diverse needs and teachers in our district. So far during the course of this school year, we have trained nearly 1,500 educators. It was amazing to watch the excitement on the staff’s faces when they got to engage with AI tools to support their work and help their students understand the power of AI.
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One of my favorite places to check for reviews of tech tools, sites, and such is Common Sense Media. I like their content so much, that I use their digital citizenship curriculum in my schools.
They’ve launched an AI tool review system to help everyone understand a little more about the current AI invasion.
Key components of the initiative include:
AI Product Reviews: Common Sense Media recognizes that AI is a socio-technical system, meaning it’s inseparable from the humans and processes that shape its development and use. Their AI product reviews provide contextual analysis, examining how these products fit within society and identifying potential blind spots in AI systems. These reviews serve as “nutrition labels for AI,” detailing a product’s opportunities, considerations, and limitations.
AI Principles and Assessment: The initiative grounds its AI product reviews in eight principles that reflect Common Sense Media’s values for AI. These principles create a shared understanding and guide for evaluating AI products.
Review Categories: AI products are categorized into three types: Multi-Use (like generative AI for chatbots, image creation, translation tools), Applied Use (specific-purpose AI not designed for kids, like streaming recommendations), and Designed for Kids (AI specifically built for children’s use at home or in school, including educational products for teachers).
Currently, they have 10 reviews posted, including reviews for ChatGPT and Bard.
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“To paraphrase Abraham Lincoln, Donald Trump does not appeal to “the better angels of our nature.”” (Michael V. Hayden, The Assault on Intelligence)
Musical Interlude
Philip Glass has a new album releasing in January 2024, recorded at his home during the pandemic.
This is my piano, the instrument on which most of the music was written. It’s also the same room where I have worked for decades in the middle of the energy which New York City itself has brought to me. The listener may hear the quiet hum of New York in the background or feel the influence of time and memory that this space affords. To the degree possible, I made this record to invite the listener in.
This framework includes eight thematic competencies: ethical and legal; technology; information literacy; digital scholarship; communication and collaboration; creation and curation; digital well-being; and community-based learning. Through a scenario involving an educator, Professor Emily, and a student, Alex, the article demonstrates the integration of these competencies into the educational journey, emphasizing that digital literacy is crucial for academic, professional, and personal success in a digitally-driven world
The Digital Literacy Framework is a part of the overall B.C. Digital Learning Strategy developed by the Digital Learning Advisory Committee, a collaboration between the Ministry of Post-Secondary Education and Future Skills and the post-secondary system. The Digital Literacy Framework has been developed to enhance digital literacy knowledge, skills, and abilities across post-secondary communities. The framework includes eight thematic competencies within digital literacy: ethical and legal; technology; information literacy; digital scholarship; communication and collaboration; creation and curation; digital well-being; and community-based learning.
I love tools that let us learn more about our universe, especially when they are available online.
Astronomers have created the Siena Galaxy Atlas, freely available online. The SGA catalogs 383,620 galaxies, a small fraction of the estimated 200 billion to two trillion galaxies in the observable universe. This atlas stands out for its extensive coverage and advanced data collection, encompassing 7,637 downloadable pages with detailed information on each galaxy’s size, morphology, and images in optical and infrared wavelengths.
The data is drawn from three Dark Energy Spectroscopic Instrument Legacy Surveys, making it one of the largest surveys ever conducted. The SGA is noted for being the first cosmic atlas to feature light profiles of galaxies, providing a unique insight into their brightness changes from center to edge. It’s a valuable resource for scientists studying galaxy evolution, dark matter distribution, and gravitational waves, as well as for enhancing the public’s understanding of the universe.
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“The month of November makes me feel that life is passing more quickly. In an effort to slow it down, I try to fill the hours more meaningfully.” – Henry Rollins
Is it just me, or are the short work weeks the ones filled with craziness? It’s been a crazy busy week around these parts, and it’ll be even crazier as we head toward Thanksgiving.
Innovation spreads faster when you can observe it happening. Seeing is believing.
Alice Keeler has a great FigJam activity on gratitude you can use with your whole class (FigJam, btw, is my recommended replacement for the soon-to-be-extinct Jamboard)
Finally, I wonder if the Manifesto of the Idle Parent could be modified into a Manifesto of the Idle Teacher. Certainly, we should push our students to do more and more of the work on their own as they grow, giving us time to help those who still struggle. Oh, and give us time to drink coffee…
BONUS: I’ve been jamming to this album from Azymuth, a Brazilian jazz-funk band. It’s fantastic and makes for great background music while you work
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“In November, a man will eat his heart, if in any month.” —Henry David Thoreau, 1852
Happy Friday! It’s been a busy week around here with all the things happening: school visits, doctoral work, and the joys of a new puppy at home. I hope your November is off to a great start and that you are heading into the holiday season with hope and love. I know we all have so many things on our plates this time of year and I hope those things bring you joy.
Music: I’ve had the latest from Noel Gallagher’s High Flying Birds on repeat for at least a week. 90s kids, here’s your chance to keep those Oasis feels going.
Why do we read/listen to/perform Shakespeare? Maybe so we can all be as awesome as Dame Judi Dench (or even SirPatStew)
I’m reading about the Medici Effect and thinking about connecting other industries with education to create some great innovative leaps.
Also, have you heard of blue lobsters? They’re extremely rare. Almost as rare as a great idea to solve some of our greatest struggles in education. Maybe we need a little moonshot thinking to find our blue lobsters…
I’ve just spent two days with the fine folks at Eminence Independent Schools. Yes, it was a blast. It was my first trip there, even though I’ve known and worked with several current and former staff members over the past decade. It is a magical place (heck, I even got in a round of Pac-Man before walking out the door!), and much of that magic has been driven by the “Yes… and…” philosophy. I wonder how we might take advantage of that thinking in all our schools…
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In today’s digital age, the classroom is no longer confined to four walls. Educators can create a dynamic and collaborative learning environment with tools like Google Drive. This guide focuses on how to use Google Drive in the classroom, offering insights and tips to enhance teaching and learning experiences.
What is Google Drive, and Why Use It in the Classroom?
Google Drive is a cloud-based storage system that allows users to save, share, and collaborate on files. Here’s why it’s a game-changer for educators:
Accessibility: Teachers and students can access files from anywhere, anytime.
Collaboration: Work on documents simultaneously, fostering teamwork and creativity.
Organization: Keep all classroom materials in one place, neatly organized.
Integration: Seamlessly integrate with other Google tools like Docs, Sheets, and Slides.
Assign group projects where students can work together on the same document, encouraging collaboration and critical thinking.
Real-Time Feedback
Provide real-time feedback on students’ work by adding comments directly in the documents.
Classroom Portfolios
Students can create digital portfolios within Google Drive, showcasing their work throughout the year.
Tips for Using Google Drive in the Classroom
Set Clear Guidelines: Teach students how to use Google Drive responsibly and set clear guidelines for collaboration.
Use Templates: Create templates for common assignments to streamline the process.
Explore Add-Ons: Utilize add-ons and extensions that integrate with Google Drive to enhance functionality.
Monitor Collaborations: Keep track of changes and contributions by using the “Version History” feature.
Conclusion: Embrace Digital Learning with Google Drive
How to use Google Drive in the classroom is a question with an exciting array of answers. From fostering collaboration to organizing resources, Google Drive offers a plethora of opportunities to enhance the learning experience.
Teachers can create a more engaging, interactive, and organized learning environment by integrating Google Drive into the classroom. It’s not just about storing files; it’s about creating a dynamic space where education thrives.
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A recently published paper explores the challenges and opportunities for equity, diversity, and inclusion (EDI) in online and hybrid learning. The study found that online and hybrid learning both supports and presents challenges to EDI, and that pedagogy and course design must be considered as a first step in addressing some of the challenges to EDI.
The study also found that further student support is needed to facilitate equity, diversity, and inclusion in online learning.
Overall, the paper highlights the importance of addressing EDI in online and hybrid learning and offers several recommendations for doing so.
These recommendations include:
Prioritizing the implementation of policies that support equity, diversity, and inclusion.
Considering the principles of Universal Design for Learning (UDL) to ensure that course materials are accessible to all learners.
Providing training for instructors to use UDL principles to design and deliver courses that are inclusive and accessible to all learners.
Providing support for learners who face challenges related to access, such as those with learning differences and/or disabilities, or those who live in underserved, remote/rural communities.
Engaging with reconciliation, decolonization, and Indigenization as part of the pursuit of EDI goals.
The paper also highlights the need for further student support to facilitate equity, diversity, and inclusion in online learning, and encourages readers to engage with reconciliation, decolonization, and Indigenization as part of the pursuit of EDI goals.
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Kahoot, the Oslo-based startup known for its gamified e-learning platform, is set to go fully private in an all-cash private equity deal led by Goldman Sachs Assets Management, valuing the company at $1.7 billion. The deal also includes existing Kahoot backers General Atlantic, LEGO Group’s KIRKBI Invest A/S, and Glitrafjord, controlled by Kahoot CEO Eilert Hanoa, among others. Despite the premium on Kahoot’s publicly traded shares, the valuation is a step down from the company’s peak during the COVID-19 pandemic, reflecting the struggles tech companies face in the current economic climate.
Kahoot has seen significant growth due to the rise of remote learning, hosting hundreds of millions of learning sessions with 9 billion participants in over 200 countries. However, like many tech businesses, it has struggled in the public markets post-pandemic. The company’s Q2 financials showed $41 million in revenues, up just 14% on last year, and cash equivalents of $96 million by the end of the second quarter. Despite not being at its peak valuation, the private equity group believes in the long-term opportunity of Kahoot.
According to a survey conducted by the Walton Family Foundation and Impact Research, the use of AI tools among teachers has seen a significant increase, growing 13 percentage points from winter to summer. The survey found that 63% of teachers are now using AI, up from 50% in February. On the other hand, student participation has also increased but at a slower pace, rising from 33% to 42% during the same period.
The survey results revealed that a large majority of teachers (84%) who have used ChatGPT reported that the AI technology has positively impacted their classes. As the use of AI in education continues to grow, Common Sense Media announced plans to develop an in-depth AI ratings and reviews system to assess AI products used by children and educators on responsible AI practices and other factors.
The article also mentions that while some districts have blocked ChatGPT and other AI-powered tools, others are exploring how the technology can improve education workplace practices. As interest and use intensify, many education professionals are searching for guidance and credible sources of information on ways to safely and effectively incorporate AI.
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Mary Beth Hertz, a high school teacher, leverages AI to educate her students about the nuances and biases inherent in artificial intelligence. She encourages her students to interact with ChatGPT, fostering a deeper understanding of AI’s strengths and limitations. In her entrepreneurship class, ChatGPT is used as a tool to refine mission statements and business pitch language.
Paul Wilkinson, a teacher of secondary English and social studies, employs AI to devise learning challenges for his students and provide them with comprehensive feedback. He uses AI to create curriculum-based content, formulate rubrics, and offer personalized feedback to each student. He also designed a reflection assignment to enhance students’ metacognitive skills.
Mick McMurray, a teacher specializing in marketing and entrepreneurship, uses ChatGPT as an assistant for student assignments. He crafted a series of ChatGPT prompts for a high school marketing class project, leading to an engaging “choose your own adventure” reading experience for the students.
Of course, the article underscores that while the use of generative AI in K-12 settings is still emerging, it holds the potential to boost student creativity, enhance writing skills, and provide students with a clear understanding of AI’s limitations. The educators involved believe that when used wisely, AI tools can serve as valuable partners in the learning journey.
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