teachers – Page 5

Teachers increasingly embrace ChatGPT — students not so much

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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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How Teachers Are Using ChatGPT in Class

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Larry Ferlazzo shares a round-up of educators who share their unique experiences incorporating AI tools like ChatGPT into their teaching methods.

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.

What I’ve Been Reading

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Brandon Sanderson’s Secret Project #3, Yumi and the Nightmare Painter, was a fun dive into a new corner of the Cosmere
Street Data has added so much to my thinking and work toward my dissertation
The Civil Rights Road to Deeper Learning has also been an excellent companion in the past few weeks
I finished up the Licanius Trilogy this week. What a complex, mind-bending journey into a new realm of fantasy and magic. I came away with a couple of favorite characters and a new way of thinking about how to write epic fantasy.

If you’re on Goodreads or Storygraph, let’s connect and see where our reading journeys take us.

Rethinking AI in Education: The Unintended Consequences of AI Detection Tools

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In the rapidly evolving world of artificial intelligence (AI), we are constantly faced with new challenges and ethical dilemmas. One such issue has recently been brought to light by a study published in The Guardian. The study reveals a concerning bias in AI detection tools, particularly against non-native English speakers.

These AI detection tools are designed to identify whether a piece of text has been written by a human or generated by an AI. They are increasingly being used in academic and professional settings to prevent what some consider a new form of cheating – using AI to write essays or job applications. However, the study found that these tools often incorrectly flag work produced by non-native English speakers as AI-generated.

The researchers tested seven popular AI text detectors using 91 English essays written by non-native speakers. Over half of these essays, written for the Test of English as a Foreign Language (TOEFL), were incorrectly identified as AI-generated. In stark contrast, when essays written by native English-speaking eighth graders in the US were tested, over 90% were correctly identified as human-generated.

The bias seems to stem from how these detectors assess what is human and what is AI-generated. They use a measure called “text perplexity”, which gauges how “surprised” or “confused” a generative language model is when trying to predict the next word in a sentence. Large language models like ChatGPT are trained to produce low perplexity text, which means that if humans use a lot of common words in a familiar pattern in their writing, their work is at risk of being mistaken for AI-generated text. This risk is greater with non-native English speakers, who are more likely to adopt simpler word choices.

The implications of these findings are serious. AI detectors could falsely flag college and job applications as AI-generated, and marginalize non-native English speakers on the internet, as search engines such as Google downgrade what is assessed to be AI-generated content. In education, non-native students bear more risks of false accusations of cheating, which can be detrimental to a student’s academic career and psychological well-being.

In light of these findings, Jahna Otterbacher at the Cyprus Center for Algorithmic Transparency at the Open University of Cyprus suggests a different approach. Instead of fighting AI with more AI, we should develop an academic culture that promotes the use of generative AI in a creative, ethical manner. She warns that AI models like ChatGPT, which are constantly learning from public data, will eventually learn to outsmart any detector.

This study serves as a reminder that as we continue to integrate AI into our lives, we must remain vigilant about its potential unintended consequences. It’s crucial that we continue to question and scrutinize the tools we use, especially when they have the potential to discriminate or cause harm. As we move forward, let’s ensure that our use of AI in education and other sectors is not only innovative but also fair and ethical.

For more details, you can read the full article here.

101 creative ideas to use AI in education: A crowdsourced collection

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The open crowdsourced collection by #creativeHE is a dynamic compilation of 101 innovative uses of Artificial Intelligence (AI) in education, created in early 2023. This collection embodies collective creativity and the spirit of experimentation, offering a range of ideas in their nascent stages that could potentially revolutionize learning, development, teaching, and assessment. It emphasizes the importance of diverse perspectives and a collaborative community of practice, providing numerous examples of inventive AI applications in education.

As educators design new learning experiences and unique engagement opportunities, this collection serves as an inspiration to push boundaries, collaborate radically, and innovate for a transformational student experience. The collection is expected to grow as educators continue to experiment and evolve their practices in the realm of AI in education.

Read the full report here.

UK universities set out plans to use AI in teaching

The Russell Group, a collective of 24 public research universities in the UK, has published new principles outlining how its institutions will responsibly and ethically use AI technologies like ChatGPT.

The guidelines, agreed upon by all the group’s vice-chancellors, include training staff to help students use AI tools and adapting teaching and assessment methods to incorporate AI technology. The group believes this could enhance student learning experiences and prepare them for real-world applications of these technologies.

However, there are concerns about students using AI to complete coursework and assessments, which some academics view as undetectable cheating. As a result, all Russell Group institutions have updated their academic codes of conduct to reflect developments in AI and clarify when its use is inappropriate. Read the full article here.

A comprehensive AI policy education framework for university teaching and learning

The study titled “A comprehensive AI policy education framework for university teaching and learning” aims to develop an AI education policy for higher education by examining the perceptions and implications of text-generative AI technologies. The research collected data from 457 students and 180 teachers and staff across various disciplines in Hong Kong universities, using both quantitative and qualitative research methods. Based on the findings, the study proposes an AI Ecological Education Policy Framework to address the multifaceted implications of AI integration in university teaching and learning. This framework is organized into three dimensions: Pedagogical, Governance, and Operational. The Pedagogical dimension focuses on using AI to improve teaching and learning outcomes, while the Governance dimension tackles issues related to privacy, security, and accountability. The Operational dimension addresses matters concerning infrastructure and training.

The framework fosters a nuanced understanding of the implications of AI integration in academic settings, ensuring that stakeholders are aware of their responsibilities and can take appropriate actions accordingly. The study highlights the importance of students playing an active role in drafting and implementing the policy. The research also addresses the growing concern in academic settings about the use of text-generative artificial intelligence (AI), such as ChatGPT, Bing, and the latest, Co-Pilot, integrated within the Microsoft Office suite. The study found that nearly one in three students had used a form of AI, such as essay-generating software, to complete their coursework. This has led to calls for stricter regulations and penalties for academic misconduct involving AI. Read the full study here.

Teaching AI Ethics

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.

Information Wants to Be Free

A cybernetic male elf standing atop a floating platform overlooking a sprawling metropolis, city alive with shimmering lights, interconnected sky-bridges, and stream of floating cars, elf's body adorned with lit glyphs harmonizing with the pulsating lights of the city, Photography, shot with a wide-angle lens with a focal length of 35mm

This summer, as part of my doctoral work, one of my courses focuses on leading organizational change. The text, Leadership and the New Science, offers a challenging perspective on leadership.

While we normally think of organizations as well-structured, curated entities, the author here delves into fields of quantum physics and chaos theory, positing that the structure of an organization only becomes apparent after being constructed naturally, after the chaos.

Yes, it’s different. But I’m enjoying the perspective, particularly when thinking about public schools and how we just keep trying to organize teachers and students into neat little groups that fit into certain categories.

Hint: that don’t work. Period.

Forgive my foray into Kentucky speak.

Information was the topic of a recent chapter and how it influences organizations. Or, perhaps, how it builds organizations, giving life to them.

Below are some thoughts I shared with the group:

“In a constantly evolving, dynamic universe, information is a fundamental yet invisible player, one we can’t see until it takes physical form. Something we cannot see, touch, or get our hands on is out there, influencing life. Information seems to be managing us”
Wheatley, 2006, p. 96

For most of my life, I’ve been a dealer in information. Whether it was teaching amateur performers how to harmonize in a small church choir, training employees and salespeople, teaching middle school math students, or writing articles, videos, tweets, podcasts, etc., for people worldwide on technology and education topics, I’m an information dealer.

Information, above all else, wants to be and should be free. At least, that’s what people who are smarter than me have said. Stewart Brand brought this concept into being in the early years—the very early years—of the digital age. At the first Hacker’s Conference, then again in his 1987 book The Media Lab, Brand declared, “Information wants to be free” (Brand, 1987; O’Leary, 2009). This thought became a slogan for the early hacker community (no, not those hackers, the good kind), placed forever in Hacker Ethics (The Hacker’s Ethic, 2001).

The Internet, at first a connection between 12 universities to share resources and information (High, 2018), became the democratizing force of the modern world. Over several decades, the internet has made it easier and faster to access vast information and knowledge from anywhere in the world (Castells, n.d.).

But what does this have to do with organizational leadership? Every organization communicates, and what they communicate, in its simplest form, is information.

As Wheatley (2006) discusses, information is a fundamental player in every organization, including schools (p. 96). In my experience, communicating information to every stakeholder is essential for a well-functioning school. Communicating with all stakeholders builds trust, transparency, and a positive school culture. When school leaders effectively communicate with students, parents, staff, and community members, they can keep everyone informed about what is happening inside the school and create a sense of belonging and ownership (Gurganus, 2019).

When I think about the flow of information in schools, I think back to Wheatley’s (2006) words on the Colorado River finding more than one way to reach the ocean (p.18) and how schools are finding new ways to share information within the organization as well as with the broader school community. I can only think that, as we get better at sharing information, our schools will continue to improve, and our discussions about what is equitable for all students will help guide education into a bright future.

References:

Brand, S. (1987). The media lab: Inventing the future at MIT. Viking.

Castells, M. (n.d.). The impact of the internet on society: A global perspective. OpenMind. Retrieved June 11, 2023, from https://www.bbvaopenmind.com/en/articles/the-impact-of-the-internet-on-society-a-global-perspective/

Gurganus, R. (2019, May 7). Reaching the masses: Communicating with all stakeholders. NASSP. https://www.nassp.org/2019/05/07/reaching-the-masses-communicating-with-all-stakeholders/

High, P. (2018, March 26). The father of the internet, Vint Cerf, continues to influence its growth. Forbes. https://www.forbes.com/sites/peterhigh/2018/03/26/the-father-of-the-internet-vint-cerf-continues-to-influence-its-growth/

O’Leary, B. (2009, October 20). 75 words. Magellan Media Partners. https://magellanmediapartners.com/publishing-innovation/75_words/

The hacker’s ethic. (2001, November 30). https://web.archive.org/web/20011130010117/http://hoshi.cic.sfu.ca/~guay/Paradigm/Hacker.html

Wheatley, M. J. (2006). Leadership and the new science: Discovering order in a chaotic world (3rd ed). Berrett-Koehler Publishers, Inc.

Unleashing Potential: Understanding the Power of Growth Mindset vs. Fixed Mindset in Education

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When it comes to personal growth and learning, the difference between a growth mindset and a fixed mindset is huge. In simplest terms, a growth mindset is when you believe that you can improve your skills with practice and hard work. A fixed mindset is when you think that your abilities are set in stone and can’t really be changed.

These two ways of thinking shape how you feel about your abilities, how you see challenges, and how you deal with setbacks. For instance, if you have a growth mindset, you might see a challenge as a way to learn and grow, but if you have a fixed mindset, you might see the same challenge as evidence of your limitations. And if you face a setback, someone with a growth mindset might use it as a chance to reflect and improve, while someone with a fixed mindset might see it as proof that they’re not good enough.

It’s important to know about these mindsets and how they affect our lives because they can impact how motivated we are, how we handle obstacles, and how successful we are. If we focus on having a growth mindset and believe that we can get better with practice, we can achieve more and overcome challenges more easily.

"When you enter a mindset, you enter a new world. In one world—the world of fixed traits—success is about proving you’re smart or talented. Validating yourself. In the other—the world of changing qualities—it’s about stretching yourself to learn something new. Developing yourself." (Carol S. Dweck, Mindset)

Exploring The Fixed Mindset

A fixed mindset is grounded in the belief that our abilities are innate and unchangeable. This can lead to a self-fulfilling prophecy where people with a fixed mindset believe that their talents and skills are predetermined, making them less likely to take risks and try new things. This can stifle personal growth and development, as individuals with a fixed mindset may avoid challenges for fear of failure. Instead of viewing setbacks as learning opportunities, they may perceive them as personal deficiencies. It’s important to recognize the limitations of a fixed mindset and how detrimental that mindset can be to your personal success.

The Growth Mindset Paradigm

Contrarily, a growth mindset propels the idea that abilities and intelligence can be developed with effort, learning, and persistence. Carol Dweck first popularized the idea of a growth mindset in her seminal work, Mindset. It’s about viewing challenges as opportunities to learn, grow, and improve. Instead of avoiding difficult tasks, individuals with a growth mindset embrace them, understanding that effort is a critical path to mastery.

The Underlying Neuroscience

The concept of neuroplasticity, which is the ability of our brains to reorganize and form new connections, supports the growth mindset theory. This has significant implications in various areas of our lives, such as education, personal growth, and professional development. In the context of education, understanding the potential of our brain’s neuroplasticity can lead to designing teaching practices that help students develop a growth mindset. Educators can encourage students to embrace challenges as opportunities for growth, which can foster learning and innovation.

Teachers who adopt a growth mindset can empower their students by providing them with the tools and support they need to take charge of their own learning. By fostering student agency, teachers can help to create a more collaborative and dynamic learning environment, where students are encouraged to take risks and explore new ideas. The growth mindset can also influence personal growth through developing habits and mindsets that facilitate neuroplasticity, such as engaging in novel experiences or practicing mindfulness.

Finally, school leaders can create a culture of learning and development by promoting a growth mindset, which can lead to improved performance and innovation. By recognizing that the mindsets of students, teachers, and school leaders can be developed through dedication and hard work, we can tap into our limitless potential and foster personal and professional growth.

Comparing Fixed and Growth Mindsets

While a fixed mindset can lead to stagnation and a fear-based approach to life, a growth mindset promotes continuous improvement, resilience, and a love for learning. The comparison between these two mindsets can be seen in how they respond to challenges, deal with criticism, and approach success.

"“Becoming is better than being.” The fixed mindset does not allow people the luxury of becoming. They have to already be." (Carol S. Dweck, Mindset)

Examples of Fixed Mindset Students:

Elementary School: A student in third grade named Michael was hesitant to try new activities because he was afraid of making mistakes. His teacher noticed that he often gave up when things got difficult and encouraged him to keep trying. Michael responded, “I’m just not good at this. I don’t want to keep doing it.”
Middle School: A student in seventh grade named Emily struggled with math. She had always believed that she just wasn’t good at it and that she would never understand. Her teacher noticed that Emily often shut down during math class and rarely asked questions. When her teacher tried to encourage her and tell her that she was capable of understanding math, Emily responded, “I’m just not smart enough for this. It’s too hard.”
High School: A student in eleventh grade named John was interested in playing the guitar but was hesitant to join the school band. He believed that he wasn’t musically talented and that he would embarrass himself. When his music teacher suggested that he try out for the band, John responded, “I’m not good enough. I’ll just mess up and embarrass myself.”

Sale

Challenging Mindset: Why a Growth Mindset Makes a Difference in Learning – and What to Do When It Doesn’t (Corwin Teaching Essentials)

Nottingham, James A. (Author)
English (Publication Language)
224 Pages – 07/13/2018 (Publication Date) – Corwin (Publisher)

Examples of Growth Mindset Students:

Elementary School: A student in second grade named Sarah struggled with reading. Her teacher encouraged her to keep practicing, telling her, “It’s okay to make mistakes, that’s how we learn!” Sarah began to see reading as a challenge to overcome and eventually became an avid reader.
Middle School: A student in eighth grade named Alex was struggling in math class. His teacher noticed that he was becoming discouraged and decided to work with him one-on-one after class. She encouraged him to view mistakes as opportunities to learn and to keep trying. Alex’s hard work and persistence paid off, and he eventually became one of the top students in the class.
High School: A student in twelfth grade named Maria was nervous about taking the SATs. Her guidance counselor reminded her that the test was just one step in her college application process and that many resources were available to help her prepare. Maria embraced the challenge, seeking out study materials and practice tests. Maria scored higher than she had expected and was accepted into her top-choice university.

Sale

The Growth Mindset Coach: A Teacher’s Month-by-Month Handbook for Empowering Students to Achieve

Brock, Annie (Author)
English (Publication Language)
248 Pages – 09/16/2022 (Publication Date) – Ulysses Press (Publisher)

Harnessing the Power of a Growth Mindset

Adopting a growth mindset is a valuable approach that can significantly improve student outcomes and teacher practice. It encourages students to embrace challenges as opportunities to learn and grow, which is a vital aspect of developing problem-solving skills and promoting a healthy approach to failure. In addition to this, adopting a growth mindset also provides a framework for teachers to promote student agency and authentic learning experiences, which can help to create a more dynamic and engaging learning environment.

It is important to recognize that a growth mindset is not just about intelligence or natural talent. Instead, it is about understanding that abilities and intelligence can be developed through dedication and hard work. By adopting this approach, students and teachers alike can tap into their limitless potential and set the foundation for continuous personal and professional development.

Building Growth Mindset in the Classroom: Concrete Practices to Support Student Persistence

One of the key benefits of adopting a growth mindset is that it can promote a more positive attitude toward learning. When students are encouraged to view challenges as opportunities to learn and grow, they are more likely to take an active role in their own learning. This can lead to increased motivation, engagement, and a greater sense of ownership over the learning process.

Similarly, teachers who adopt a growth mindset can help to empower their students by providing them with the tools and support they need to take charge of their own learning. By fostering student agency, teachers can help to create a more collaborative and dynamic learning environment, where students are encouraged to take risks and explore new ideas.

Sale

Mindset: The New Psychology of Success

Hardcover Book
Dweck, Carol S. (Author)
English (Publication Language)
320 Pages – 02/28/2006 (Publication Date) – Random House (Publisher)

Shifting from a Fixed to Growth Mindset

Adopting a growth mindset is not a destination, but a journey. It involves recognizing and challenging our fixed mindset beliefs, embracing challenges, persisting in the face of setbacks, and understanding that effort is the path to mastery. This shift fuels our potential, ignites our creativity, and empowers us to achieve our goals.

In conclusion, understanding and implementing the growth mindset in our lives can empower us to become better learners, innovative thinkers, and proactive individuals. By recognizing that our abilities can be developed through dedication and hard work, we can truly tap into our limitless potential and foster personal and professional growth