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| For AI to be a truly effective tool in education, it must be developed in collaboration with teachers to meet the real-world needs of the classroom. |
A recent article from The 74 Million, authored by Chelsea Waite, Lisa Chu, and Steven Weiner, explores how California teachers are experimenting with artificial intelligence in the classroom. The article, based on research from the Center on Reinventing Public Education (CRPE), highlights that while AI holds promise, its effectiveness is deeply tied to a clear instructional vision and the preservation of strong teacher-student relationships.
The authors found that many educators are still seeking AI tools that genuinely meet their needs. Some teachers, like third-grade teacher Katie Sanchez, have found value in using AI for behind-the-scenes tasks like lesson planning, which frees up more time for direct interaction with students. This approach prioritizes the human element of teaching, a sentiment echoed by many educators in the study.
However, the article also points to a disconnect between the available AI products and the realities of the classroom. For example, a custom-built AI tool designed to create student groups at one school was deemed a failure, underscoring the need for developers to work more closely with educators to create tools that are truly helpful.
The researchers emphasize the importance of providing teachers with a foundational understanding of how AI works, including its potential risks and benefits. They argue that for AI to be successfully integrated into schools, there must be a clear vision for how it aligns with instructional goals and a commitment to ensuring that technology serves, rather than supplants, the essential work of teachers.
This blog post was generated with the assistance of AI.
Read the original article by Chelsea Waite, Lisa Chu, and Steven Weiner here:
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