Nemorin, S., Vlachidis, A., Ayerakwa, H. M., & Andriotis, P. (2023). AI hyped? A horizon scan of discourse on artificial intelligence in education (AIED) and development. Learning, Media and Technology, 48(1), 38-51.

One of the major themes discussed in this article is in regards to socioeconomic implications of AI including in economic industries. AI-powered technologies seem to be a focus in technologically driven economic sectors and it speaks to growth and global nature and potential of Artificial Intelligence in education. With a political science background, I often consider global perspectives in my own classroom. AI has the capabilities to globalize education and reach learning principles otherwise inaccessible. It also provides me perspective how AI is an industry that is growing but also privately owned in many aspects with questionable considerations and impacts in the classroom.

Another theme discussed by Nemorin et al. (2023) is the consistent theme across national and global policy in the transparency of AI. The theme of ethical considerations for AI are at the forefront for many countries when implementing AI. They also highlight the issues in regards to ethical guidelines in that they can be manipulated and are often challenging to implement in learning environments. Not sure this theme speaks to opening my perspective if not but it does re-emphasize concerns I have seen in my own career among my colleagues. Many of the challenges in AI integration into learning environments are based on the apprehension of the ethical concerns when using AI. Many teachers remain concerned and are unaware of proper guidelines when implementing AI and as a result, avoid using it altogether.

Sofia, M., Fraboni, F., De Angelis, M., Puzzo, G., Giusino, D., & Pietrantoni, L. (2023). The impact of artificial intelligence on workers’ skills: Upskilling and reskilling in organisations. Informing Science: The International Journal of an Emerging Transdiscipline, 26, 39-68.

A major theme discussed in this article is training and preparation of individuals in the use of AI. In order for proper implementation of Artificial Intelligence for educators, Sofia et al. (2023) recommend proper professional development to ensure appropriate implementation. This is especially crucial in ensuring a positive perspective is maintained throughout the implementation of AI. Building off of the themes from the previous article from Nemorin et al. (2023), teacher preparation is a key component of addressing apprehension towards AI implantation. It is on organizations and schools to provide adequate training to combat concerns of ethical guidelines when using AI for both teachers and students alike.

Another theme identified in Sofia et al. (2023)’s article is the improvement of transversal skills through the use of AI. I found this statement specifically eye-opening: “In addition to being important for working with AI systems, transversal skills can also be developed and improved with AI. By automating certain tasks and processes, AI can free up staff time and resources to focus on more complex and demanding tasks that require transversal skills. By leveraging AI to optimise and streamline certain processes, organisations can enable their employees to develop and improve their transversal skills, leading to higher productivity and innovation” (2023). One of the primary benefits is the time-saving through the use of leveraging AI. This is often the primary suggested use for educators to support lesson planning. However, I am curious if the transversal skills also translates to students as well. It seems like an easy answer but how often are students really using AI tools, especially at the Middle School level, to leverage their time?

Touretzky, D., Gardner-McCune, C., Martin, F., & Seehorn, D. (2019, July). Envisioning AI for K-12: What should every child know about AI?. In Proceedings of the AAAI conference on artificial intelligence (Vol. 33, No. 01, pp. 9795-9799).

Touretzky et al. (2019) discusses the big ideas regarding AI in education and the components needed to understand for students to effectively use AI. For example, Touretzky et al. (2019) state that “Students should understand that while computers can understand natural language to a limited extent, at present they lack the general reasoning and conversational capabilities of even a child.” It is imperative for students to understand the limits of complex tasks AI are able to complete. Some are under the impression that AI can complete tasks to the level of that of a human. This perspective on AI leads students to make poor choices and take shortcuts through AI’s capabilities to use general reasoning. For adequate and responsible use, students must understand the current limitations of AI tools an their inability to complete complex human tasks.

Another major theme identified throughout this article is in the Big Idea: “AI applications can impact society in both positive and negative ways” (Touretzky, 2019). As an educator, it is crucial to present the shortcomings and harmful elements of AI while also embracing the capabilities and strength AI presents in education. Students need to be aware and be shown the harmful aspects of AI to make the best decisions while using the platform. It is the responsibility of the teacher to introduce these ideals and uphold these ideals within their classroom.

Memmert, L., & Tavanapour, N. (2023). Towards human-AI-collaboration in brainstorming: Empirical insights into the perception of working with a generative AI.

Memmert and Tavanapour (2023) addressed two components through the use of generative AI as a support for brainstorming: cognitive stimulation and free-riding. While I would argue these components are often the struggle for most educators, the relation to work and my scholarly research I find to be critical. Part of the research I am interested in is teacher preparation in blended environments and AI is now a main feature for many blended classrooms. Teacher preparation programs now need to identify proper implementation methods and strategies to address the potential benefits of cognitive stimulation and avoid free-riding. While there is still much we don’t know regarding AI, the ability for the research to get out in front of AI implementation is crucial for new teachers entering the field. The influence of AI only will grow and while some are very resistant to the use of AI, new teachers must embrace this new technological tool. The research must reflect it and it is an area I would like to look more deeply into moving forward in my scholarly work.

Responding to Peers
A peer of mine, Jarred Gilham, expressed his concerns with using AI in the classroom: “I have several concerns with AI in education including cheating and fostering lazy habits…In any field, I think there is a give and take that comes with AI. You gain some positive aspects, but I feel like there are also downfalls of it.”

As a current educator, this is a universal concern among my colleagues. Many of who have been in the field of education for 20+ years in my school are consistent with the thought that the benefits cannot possibly outweigh the risk. This is supported by the ideas of Memmert and Tavanapour (2023) which identified these factors as cognitive stimulation and convenience and free-riding. To build on these concerns however, the implementation of AI as a tool is still so fresh for educators. There is not years of support and clear implementation strategies to support AI yet and the field is constantly changing with so many new AI tools. I find that, ironically, newer teachers are more willing to take the risk and try it out and learn from the experiences. With that, the goal being to eventually identifying the guidelines and policies that are effective in the classroom and limit the potential downsides of free-riding and cheating using AI.

Another point made by Louis Stevens III was particularly intriguing to me regarding the transferrable skills that AI present and introduce into the workforce as well as education. One of the major movements regarding educators is the change in careers many teachers are considering. With AI support and improving transferrable skills, I wonder what opportunities are now open to educators as a result of AI. Further, what are the specific transversal skills that open up new opportunities specifically that educators can look to when considering career change?

You can find their posts here:
Jarred Gilham:
https://edu8001.wordpress.com/2024/11/16/edu-800-week-12-ai-blog/
Louis Stevens III: https://lstevensdet.wordpress.com/2024/11/17/edu-800-week-12-readings-and-discussion-ai/

Sources
Memmert, L., & Tavanapour, N. (2023). Towards human-AI-collaboration in brainstorming: Empirical insights into the perception of working with a generative AI.

Nemorin, S., Vlachidis, A., Ayerakwa, H. M., & Andriotis, P. (2023). AI hyped? A horizon scan of discourse on artificial intelligence in education (AIED) and development. Learning, Media and Technology, 48(1), 38-51.

Sofia, M., Fraboni, F., De Angelis, M., Puzzo, G., Giusino, D., & Pietrantoni, L. (2023). The impact of artificial intelligence on workers’ skills: Upskilling and reskilling in organisations. Informing Science: The International Journal of an Emerging Transdiscipline, 26, 39-68.

Touretzky, D., Gardner-McCune, C., Martin, F., & Seehorn, D. (2019, July). Envisioning AI for K-12: What should every child know about AI?. In Proceedings of the AAAI conference on artificial intelligence (Vol. 33, No. 01, pp. 9795-9799).