Preparing for a New Era of Teaching and Learning with AI in the Classroom
As educators, we are constantly looking for innovative ways to engage our students and prepare them for the future. One such tool that has garnered my attention and has become a significant part of my teaching strategy is artificial intelligence (AI). However, effectively integrating AI into the classroom is not about simply using it as a tool to get answers. Rather, it’s about leveraging it as a catalyst for creativity, problem-solving, and deeper learning.
The key is to shift from seeing AI as an answer-dispensing tool to treating it as a thought partner. This involves teaching students to question AI results, verify the information they receive, and use these results as a springboard for more in-depth investigations. In addition, it’s crucial to ensure that AI is used ethically and responsibly, with a focus on data protection and privacy.
Moving from Curiosity to Fluency
In my role as a history teacher and instructional coach at Yuma Union High School District, I’ve had the opportunity to experiment with AI in the classroom and support my colleagues in their own explorations. What I’ve discovered is that AI fluency involves far more than simply knowing how to use a platform.
I encourage my students to always question their sources and compare information. By doing so, they develop critical habits that will serve them well in their future studies and careers. To help them interact with AI more effectively, I teach the RISEN framework: role, instructions, steps, examples, scope. This approach encourages them to craft more thoughtful prompts and think more deeply about the type of responses they want.
AI as a Catalyst for Equity and Personalization
AI can also serve as an academic coach for those students who may not have access to such resources at home. It can provide personalized, needs-based support, offering feedback, asking leading questions, and providing examples. However, it’s important to remember that AI can’t replace human connection. It’s also essential to consider the biases that can be inherent in AI and ensure that its use doesn’t inadvertently widen existing inequities.
Changing the Way We Assess Learning
I’ve found that shifting my assessment focus from the final product to the process has been beneficial. By examining how students engage with AI, how they verify and cross-reference results, and how they revise their work based on what they’ve learned, I can better assess their comprehension and critical thinking skills. I encourage students to ask the same question across multiple AI platforms, compare the results, and defend their thinking.
Navigating Privacy and Policies
As educators, we also have a responsibility to protect our students. Data protection is a serious concern, and it’s important to use tools that respect student privacy. At my school, we use a version of AI that doesn’t use student data for training. However, I always remind my colleagues to exercise caution and never enter identifiable student information into a tool.
Professional Development for a Changing Profession
Professional development in AI is essential, as most of us weren’t trained to use these tools in our teaching programs. Collaborating with other educators, sharing strategies, and learning through trial and error can help us become more proficient in using AI in the classroom.
Preparing Students for What Comes Next
AI is here to stay, and it will undoubtedly shape our students’ futures. It’s our responsibility as educators to prepare them for this reality, teaching them not just how to use AI, but also how to think critically about it and use it responsibly and effectively. The future of education won’t be determined by whether we allow AI into our classrooms, but by how we teach with it, how we teach about it, and how we prepare our students to navigate a world where AI is ubiquitous.
Article written by Ian McDougall, a history teacher and edtech coach at Yuma Union High School District in Arizona. He also supports the Lead for Learners Community, an online hub for learner-centered educators across the country. With extensive experience in K-12 education and technology integration, Ian supports schools in adopting innovative practices through professional development and instructional coaching. He holds a master’s degree in United States History from Adams State University.
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