UMaine experts lead conversation on best practices for AI in schools
Sarah Howarth, associate professor of special education at the University of Maine, says that whenever she talks about teachers using artificial intelligence, she reminds everyone that educators have always used technology to support student learning. I like it.
“Probably the most relatable example for most people is the use of calculators in math class,” Howarth says. “Computers have been in schools for decades, so throughout history, educators have adapted to the latest technology.”
While much of the public discussion about AI in education focuses on potential downsides, such as fraud, information bias, and concerns about technology replacing the human element in teaching and learning, Howarth and Colleagues are exploring some of the ways technology can be leveraged across the country. It can be used to support teachers and their students. The latest issue of the Journal of Special Education Preparation, guest-edited by Howarth, features research on the potential of AI as a game-changing tool for educators, learners, and families.
“When it comes to AI in schools, the genie is already out of the bottle,” Howarth says. “The question then becomes: How can we use AI to enrich learning for all students? And how can we use it to support teachers?”
This special issue of the journal is part of a Howarth-led project launched last year titled “Leading the Way: AI in Special Education Teacher Education.” This work is supported by a $9,000 grant from the Council for Exceptional Children (CEC), the largest professional organization focused on improving the educational success and developing special gifts and talents of youth with disabilities. It is being The project also includes a free webinar series based on the articles in the special issue. Howorth is featured in this series of introductory videos produced by the Center for Innovation, Design and Digital Learning (CIDDL) at the University of Kansas.
Howarth said AI could be beneficial for students with special needs. For example, students with attention-deficit hyperactivity disorder may be able to reduce their cognitive load by using an AI note-taker to summarize classroom presentations and create homework action items. Generative AI can be used to level texts to a student’s reading level, making assignments more inclusive, or creating social stories that teach students with autism about norms and how to communicate with others. You can.
“AI is great for creating materials that engage students,” Howarth says. “If I’m a teacher and I have students who are passionate about horses, I can use AI to create stories and images of horses and incorporate them into my lessons in a way that’s more engaging for my students. You can also use it to express your creativity and knowledge.
At the same time, Howarth says it’s important for teachers to be aware of when and how to use AI. A good rule of thumb for incorporating AI into instruction is to design tasks that cannot be completed with technology alone, she says. In other words, students need to be able to demonstrate how and why they used AI to complete their assignments. She says no technology can replace the knowledge and skills of professional educators.
“We still need to be teachers,” she says. “Effective teaching requires skilled and caring human beings.”
Tammy Mills, a senior lecturer in education at Maine State, has been working with both undergraduate teacher education students and graduate students already working in schools to tackle some of the complex questions surrounding AI. For example, she asks her students to instruct ChatGPT to create lesson plans, assessments, and more for student learning.
“Most of the time they are not happy with the results because they know the best practices for teaching and assessment,” she said. They’re looking at what ChatGPT came up with and they can make it better. ”
Like Howarth, Mills said he believes AI will transform education. But it needs to be used safely and ethically, she says. She said she sees herself as a co-learner with her students as they come up with best practices together.
“We need to realize that whatever we put into AI will reflect what we get out of it,” Mills says. “We talk about privacy and not putting personal information about students into AI tools. We also talk about being culturally sensitive and recognizing the biases inherent in AI when using AI. We’re also talking about being able to capture demographics of our learners.”
“If anything, human knowledge and skills are more important than ever. Teachers know their students’ strengths, preferences, needs, and interests, and use this information to develop various technical and educational You can support your children with the tools you need.
Contact: Casey Kelly, casey.kelly@maine.edu
