Leon Furze’s blog post titled “Teaching AI Ethics: The Series” presents a comprehensive guide to understanding and teaching the ethical implications of Artificial Intelligence (AI). The series, initially a single post, has been expanded into nine detailed posts, each focusing on a unique ethical concern related to AI, including bias, discrimination, environmental issues, truth and academic integrity, copyright, privacy, datafication, emotion recognition, human labor, and power structures.
Designed primarily for K-12 education but also applicable to tertiary-level discussions, each post provides case studies, discussion questions, and lesson ideas to facilitate a deeper understanding of these complex issues. The aim is to equip students with the necessary knowledge to navigate the ethical landscape of AI in an increasingly digital world.
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Today, we’re witnessing a transformative phase in the educational landscape, significantly driven by technology. From creating engaging and immersive learning experiences to empowering educators and students with access to limitless resources, technology plays an indispensable role in modern education.
The progression from traditional chalk-and-board classrooms to interactive digital learning environments is not just a shift in teaching methods. It’s a change that enhances student engagement, collaboration, and personalized learning while opening avenues to global knowledge repositories.
Technological Integration: A Step-By-Step Implementation Guide
For any educational institution planning to embrace technology, it’s crucial to understand the implementation process. This will ensure a smooth transition and maximize the benefits of technology integration.
Step 1: Establish Clear Goals
Begin with a clear vision of what you wish to achieve. Establish the learning outcomes and the ways technology can enhance those. Whether it’s increasing student engagement, encouraging collaboration, or personalizing learning experiences, having clear goals will guide your technological integration.
Step 2: Assess the Infrastructure
Assessing the existing infrastructure is the next critical step. Determine the state of current resources, including hardware, software, and internet connectivity, and identify areas of improvement. This will ensure that the technology integration aligns with the institution’s capabilities.
Equip teachers with the necessary training to navigate the new technology. Professional development programs ensure teachers are comfortable using the tools, making their teaching more effective.
Step 4: Evaluate and Choose the Right Technology
Research and identify the technologies that align with your goals. Whether it’s learning management systems (LMS), interactive whiteboards, or student response systems, evaluate each based on their utility and compatibility with your institution’s needs.
Step 5: Gradual Integration and Constant Evaluation
Integrate technology gradually into the learning environment and constantly evaluate its effectiveness. This will ensure that the technology enhances the learning experience as intended.
244 Pages – 11/15/2022 (Publication Date) – Independently published (Publisher)
The Impact of Technology on Student Engagement and Collaboration
The integration of technology in education can greatly enhance student engagement. Interactive tools and multimedia content cater to various learning styles, making the learning process more engaging and inclusive.
Additionally, technology fosters collaboration among students. Digital platforms enable students to collaborate in real-time, irrespective of their geographical location. This cultivates a sense of community and encourages peer-to-peer learning.
Technology and Personalized Learning
One of the significant benefits of technology in education is the opportunity for personalized learning. Digital platforms provide adaptive learning experiences tailored to individual students’ needs, thereby making learning more effective and enjoyable.
The Way Forward
With the growing influence of technology in education, it’s important for educational institutions to adapt and evolve. While the path to technological integration may seem daunting, it promises a future of enhanced learning experiences, better student engagement, and personalized education.
The future of education is undoubtedly intertwined with technology. It’s time to embrace this change and leverage the endless opportunities that technology presents to enhance learning experiences. With a strategic approach to implementation, we can ensure that technology serves as an effective tool in our mission to educate and inspire the next generation.
The Eclectic Educator is a free resource for everyone passionate about education and creativity. If you enjoy the content and want to support the newsletter, consider becoming a paid subscriber. Your support helps keep the insights and inspiration coming!
Professor and friend John Nash co-hosts a podcast on all things online learning. In a recent episode, he shared his work on coaching ChatGPT to write more “human” and the results are… interesting…
While generative AI tools are very cool right now, they are a long way from being truly disruptive and overtaking the world.
Here’s what’s interesting. Scaffolding the prompts, defining perplexity and burstiness, and then prompting an explicit increase of those measures made the text “human” to GPTZero. Still, it also made the text ridiculously flowery and inflated. Kind of like when a master’s student thinks they are supposed to “sound academic.” It was so bad that the ChatGPT output was immediately suspect to my human eyes, even though GPTZero said it was likely written entirely by a human.
I won’t spend my time here griping about the overuse of technology for standardized testing and other “necessary” tests. That fight is for another day.
Today, let’s talk about how frustrating it is to use many testing services. I’ve spent most of the past two weeks getting two grade levels into two different online testing systems.
One system required an SFTP upload of a CSV file. I kept getting errors even using the company’s template and data tool. After trying a few dozen times, I gave up and sent the file to the company. The next day, the data was uploaded and corrected. I still have no clue what was wrong.
The second company uses Clever to sync students and teachers. But not to log students in for the test. No, no, they require a lockdown browser for their exam. Conveniently, they autogenerate usernames and passwords for the students.
Did I mention these elements are 11 characters or so each? And the students using them are in kindergarten?
Yep. Smiles all around.
Mind you, I have a decent amount of experience with all the tools I used to make these data uploads happen. I would venture to say that the person at most schools responsible for this process is NOT as experienced. Just a hunch.
My first question when working with teachers and the technology they have available in their classrooms is, “what do you want the kids to create?”
And when we look at the 4 Shifts protocol, this question from the technology infusion section is also essential:
Does technology add value so that students can do their work in better or different ways than are possible without technology?
– 4 shifts protocol
When students can use technology to create, I hope they have been equipped with the necessary training to use that technology effectively. Otherwise, there’s trouble.
I’ve come to the realization that technology will have its greatest impact in the classroom when educators allow learners to use digital technology as a self-directed learning tool. This means not just providing students with laptops and online resources, but ensuring they have the necessary skills to find, validate, apply, and curate the vast amount of information now available to them.
I’ve had the pleasure of working with a small cohort of teachers this year to redesign lessons for deeper learning opportunities. I called it the “Future Shift Fellowship” for two reasons: 1) I hoped that this group would begin moving our district into the future by focusing on student-centered lesson design and 2) we would be using the 4 Shifts protocol to guide our work.
To say that I’m pleased with what we’ve done this year would be an understatement. Each of the members of the cohort has stepped far beyond their comfort zone with their work. And, if you asked their students, I’m sure you’d hear how much they appreciate the opportunities for learning.
But you may be asking why we used the 4 Shifts for this work?
I’m happy to explain…
Whenever I work with teachers, my number one thought is that whatever we do together must be easy to implement. Teachers have little or no time to spend on new strategies or techniques in the classroom once the school year begins. Their days are filled with so many tasks beyond just those of teaching students that it’s difficult to squeeze in learning, even when there are demonstrable benefits to that learning.
So, any changes must be easy to make. Also, if the changes made can provide a visible impact on student learning, whether that be in the form of student engagement, assessment, or simply just changing how students talk about learning and school, then the changes are worth the time.
These two reasons above all others are why I chose to use the 4 Shifts protocol to guide the work of our fellowship.
The 4 Shifts Protocol, designed by Scott McLeod and Julie Graber, is a comprehensive framework that aims to help educators transition from traditional teaching methods to more modern, student-centered approaches that promote deeper learning opportunities. The protocol focuses on four key shifts: deeper thinking and learning, authentic work, student agency and personalized learning, and technology infusion.
Deeper Thinking and Learning: This shift encourages teachers to design activities that require students to engage in higher-order thinking skills, such as analysis, evaluation, and creation, rather than just memorization and recall. By doing so, students develop critical thinking abilities and become more adept at problem-solving and decision-making.
Authentic Work: The protocol emphasizes the importance of connecting classroom activities to real-world situations and contexts. This shift encourages teachers to create tasks with a genuine purpose, audience, and impact beyond the classroom, fostering relevance and meaningful student learning experiences.
Student Agency and Personalized Learning: This shift focuses on providing opportunities for students to take ownership of their learning and make choices about what and how they learn. Teachers are encouraged to create learning environments that support individual learning preferences and needs, allowing students to progress at their own pace and follow their interests.
Technology Infusion: The protocol recognizes the power of technology in enhancing learning experiences and facilitating the other three shifts. Teachers are encouraged to integrate technology tools and resources into their instruction, allowing students to access information, collaborate with peers, and demonstrate their learning in innovative ways.
By implementing the 4 Shifts Protocol, teachers can create more engaging and meaningful learning experiences for their students, fostering a deeper understanding and long-lasting knowledge. This approach prepares students for success in the modern world and cultivates a love for learning and a growth mindset.
Does the 4 Shifts protocol answer all the questions? Of course not. In fact, sometimes you have more questions than you started with after working through the protocol. This is why it is key to only focus on one of the shifts at a time when redesigning your lessons.
You could change a lesson to the super ultimate checks all-the-boxes learning experience in one go, but you and your students would likely be so exhausted and confused from all the changes that any benefit would be lost.
But, the protocol gives you the structure to make small changes to your lessons, whether you are a classroom teacher or an instructional coach working with teachers to make the changes.
I can’t think of a better tool to use to begin moving toward more student-centered learning.
The Eclectic Educator is a free resource for everyone passionate about education and creativity. If you enjoy the content and want to support the newsletter, consider becoming a paid subscriber. Your support helps keep the insights and inspiration coming!
Hey, y’all. We’re nearing the end of March, and for many public schools, that means Spring Break is near (or maybe already arrived). It’s a very busy time for educators as one school year ends, and plans for the next are already taking shape.
My hope for you as we approach the end of another school year is that you take the time to take care of yourself. You cannot pour from an empty cup, and it’s easy to get caught up in all the things at the end of the school year.
Take a beat, catch a deep breath, and center yourself. Rediscover what is really important to you and what you can control.
“We have so little control over our lives. The only thing we can really control is what we spend our days on.” – Austin Kleon
Anyways, here are ten things I thought were worth sharing with you this week:
10 Things Worth Sharing
I worked with a senior English class this week, showing them some AI tools. They might write a book.
Here’s a curated list of prompts, tools, and resources regarding the GPT-4 language model.
The TikTok trial is a mess and is only proving that the US government is targeting this specific company over other social media platforms. Any issues with TikTok are the same with Facebook, Instagram, Snap, and many others.
What is the right amount of agency to give to learners during their interactions with EdTech? Blog post and paper
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This week, I’m thinking about taking care of myself while preparing for the new school year. It’s late February, and the ramp-up for the new school year is here. Meetings, quick chats, emails, and video conferences fill the calendars of many school leaders this time of year, not to mention the very sudden increase in conferences filled with pitches from every company under the sun.
When this happens, I try to remain grounded and keep doing the things I know will apply a little salve to my soul.
As such, here are 10 quotes this week to give you something to think about, something to comfort you, or something to inspire you.
“Truly clever things are said with short words. Long ones are used to hide stupidity.” (Joe Abercrombie, A Little Hatred)
“Evidence of a traditional professional learning model: Decreased teacher attendance on in-service days. The experience is fully planned by the administration in a top-down approach, with little to no teacher involvement. The experience is designed with a one-size-fits-all approach. A mass exodus occurs when the required time is up. There is little opportunity for teacher feedback on the experience. Professional learning is viewed as a set number of hours or calendar days per year. Accountability is measured in hours—not in progress or outcomes over time. Supervision conversations focus on experiences attended and hours earned—not on the transformation of instructional pedagogy. Professional learning is viewed solely as a district responsibility.” (Eric C. Sheninger, Thomas C. Murray, Learning Transformed)
“We don’t need to get rid of all our possessions, but we should constantly question what we own, why we own it, and whether we could do without.” (Ryan Holiday, Stillness Is the Key)
“My greatest successes came from decisions I made when I stopped thinking and simply did what felt right. Even if there was no good explanation for what I did.” (Patrick Rothfuss, The Name of the Wind)
“In your whole life nobody has ever abused you more than you have abused yourself.” (Don Miguel Ruiz, Janet Mills, The Four Agreements)
“Time magnifies the margin between success and failure. It will multiply whatever you feed it. Good habits make time your ally. Bad habits make time your enemy.” (James Clear, Atomic Habits)
“Games make us happy because they are hard work that we choose for ourselves, and it turns out that almost nothing makes us happier than good, hard work.” (Jane McGonigal, Reality Is Broken)
“No matter how good you were, someone was better. Live by that knowledge, and you would never grow so confident that you became sloppy.” (Brandon Sanderson, The Emperor’s Soul)
“The key to developing a deep work habit is to move beyond good intentions and add routines and rituals to your working life designed to minimize the amount of your limited willpower necessary to transition into and maintain a state of unbroken concentration.” (Cal Newport, Deep Work)
“Most of us have two lives. The life we live, and the unlived life within us. Between the two stands Resistance.” (Steven Pressfield, The War of Art)
Thanks for reading. This newsletter is a completely reader-supported publication. The best way to support it is to check out my recommendations or become a paid subscriber.
One of the teachers in my teacher fellowship asked me about introducing the process of developing and marketing a mobile app to her third-grade students. They are working on a unit about economics.
I’m a fan of the 5E lesson planning framework. If you’re unfamiliar, The 5E lesson plan is a widely used instruction model consisting of five phases: Engage, Explore, Explain, Elaborate, and Evaluate.
During the engage phase, teachers can use various strategies to encourage students to discover more about the topic, such as an attention-grabbing hook, a thought-provoking question, or a hands-on activity. The engage phase’s goal is to create an atmosphere of curiosity and excitement, as well as to set the tone for the rest of the lesson.
I thought about creating something for the first part of this 5E framework to get the students interested in the topic of mobile app development. Perhaps a little video of a mobile app developer giving students an overview of the process?
I know access to mobile app developers is easy to come by for schools in large cities, but my schools aren’t in a large city. And I don’t have any contacts immediately available to speak to a class, whether in-person or remotely.
Which, if you weren’t aware, is the situation that so very many schools deal with every day. Access to experts in some fields isn’t readily available.
But there’s a solution.
With a little help from a few AI tools, here’s what I did…
Writing a Video Script with AI
I began by using a tool I had just learned about called TeacherBot. The folks at TeacherBot aim to “build the tool every teacher deserves.” You enter an idea into the prompt space, and TeacherBot gives you a useful output.
The TeacherBot user interface
I aimed to create a script for an overview video of the mobile app development process. Here’s the prompt I gave TeacherBot to begin:
You are a software programmer. You need to introduce the concepts of coding an app for Apple’s iOS to a group of third-grade students in the United States. Create a story talking about the different phases of mobile app design and development.
I asked for a “story” and specified third-grade students to hopefully keep the response at an appropriate grade level for the students
Here’s what TeacherBot gave me in return:
TeacherBot response to prompt
Is it rudimentary? Yes. But, it is designed for a 3rd-grade audience. And it’s just an overview. If I had the learning objectives for the lesson or the unit, I might have been able to craft a better prompt or tweaked the response myself. I wanted a female speaker, so I should have indicated that in the prompt. However, that was an easy fix.
Now, I needed to create my speaker.
Creating a Speaker Image to Deliver the Script
To create an image for my speaker, I headed over to Midjourney and entered the following prompt:
minority woman, photography, depth of field f2.8 3.5, 25mm lens, 8k, ultra-realistic — v 4 — q 2 — v 4 — s 750 — uplight
I won’t go into the crafting of prompts for Midjourney here. Linus Ekenstam inspired this particular prompt, and he has a wealth of knowledge on his Twitter feed on crafting prompts.
Here are the initial results from Midjourney:
All of these images would work perfectly for this task. I wanted female minority representation for this project. Why? Because students need to know that jobs in computer programming and software development aren’t just for white men.
I choose this image from the four at random:
Now, I have my script and my speaker. Time for the final step.
Creating a Video with AI
For the final step, I turned to D-ID. After creating an account, I opened the “Create Video” tool and added the image of my speaker, and pasted my script in the script box.
D-ID interface
I changed the language settings to give the speaker an appropriate accent but still speak in English. Here is the final result:
Now, we have a little something to use to engage our third-grade students.
Is it perfect? Of course not. Do we still have a long way to go in the world of AI? Yes.
Will we ever get to use this tool to its fullest potential if we block it in school because we’re worried about cheating?
No.
AI is a tool, just like anything else. Use it. Be aware of what it can be used for, both for “good” and for “bad” — and keep in mind that what defines those terms is highly subjective.
Thanks for reading. You can get more articles like this as part of my weekly newsletters. I send out two per week: Tuesdays are deeper dives into education topics for paid subscribers, and every Friday, I share “10 Things” I think are cool and worth your time for free.
This is the pattern in way too many schools. This isn’t the poor coach’s fault. This is a failure of leadership. It’s wishful thinking disguised as professional development, and it’s yet another example of a school that’s going through the motions instead of engaging in meaningful, long-term, thoughtful improvement. These wasted opportunities in schools just make me sad…
I have been given roughly an hour for PD on January 4th to work with teachers on anything that I’d like. I rotate between 7 sites pre-k to 12th grade, but I will be working with 4th grade-12th grade teachers on this date. My boss mostly likes for me to introduce new tools to teachers during these opportunities. We have been focusing on Canva the last few months while we try to transition back to students creating work rather than the teacher worksheets, etc., that we used a lot of during the pandemic.
All of that to say, what would you use this time for? Should I show teachers how to be better organized with Google Keep/Tasks, find a free new tool for them to use in the classroom? Do you have any free project based EdTech tools that you love?
Scott’s reply:
Just wanted to say how sorry I am that you only are given 1 hour (a whole 60 minutes!) to do this important work. You and your educators deserve more systemic and strategic supports and investment than this. 😢 I’m tempted to say that, with this little time, it really doesn’t matter what you do because the likelihood of it being impactful is fairly low?
Good luck.
Sadly, this is the state of much professional development in our schools. And it’s not just a theme of instructional technology PD. We see this when schools roll out new curricula, as well. One day of learning is all teachers need to implement new programs, right?
