Assignment Prompt & Instructions
– 2 years ago
**files (1)**
– ## W1Reply.docx
**## W1Reply.docx**
**Directions:** For each discussion below, you will individually post two replies to the posts of others of at least 150 words each. Each reply must incorporate at least one scholarly research article in current APA format. The source cited must have been published within the last five years.
As you participate in the Discussions in this course, remember to support your arguments with relevant research and evidence. Also, engage with your peers’ ideas by asking clarifying questions and offering constructive feedback.
**Classmate One (Amy):** Artificial intelligence is evolving rapidly as the demand for AI continues to grow. Applications, websites, and everyday technology have increasingly integrated AI tools to assist with daily tasks. While AI aims to provide convenience and improve time management, challenges arise from its incorporation into the education system. My current school's mission and vision emphasize global learning and career and technical education while promoting innovative excellence for all students. Although the use of AI aligns with the school's mission and vision, fostering independent problem-solving among students remains the ultimate goal. There are clear pathways for developing students' thought processes. Hew et al. (2019) elaborate on the alignment between Vygotsky’s theory and social learning theory, illustrating how it has furthered students' proximal development. This social learning theory does not advocate for the exclusive use of AI by students and staff; instead, it supports leveraging AI to enhance the learning experience for specific skills or processes. A person’s ability to engage socially while possessing more knowledge than another is crucial for understanding social development theory. However, individuals may not need to utilize their knowledge when AI readily assists them. While AI can provide information, it is not always accurate, causing those who rely solely on it to repeat incorrect information or lack problem-solving skills.
Moreover, preparing schools and the education system for the integration of AI is crucial, as the landscape is continuously evolving, and students and staff are utilizing this tool without adequate training or a comprehensive understanding of its capabilities. Educators must anticipate the need for staff members to manage AI data, acceptable use policies (AUP), and processes, as well as to allocate budgets properly and train personnel for these roles. According to the Council of the Great City Schools (2023), staff development and professional training are essential to monitor, instruct, and formulate appropriate policies that align with AI and the school’s code of conduct. The use of AI to support instruction, communication, research, and technology operations necessitates support staff to create alignment with district policies and to provide the necessary learning for students to meet state standards and succeed in their courses. Additionally, generated content can indicate compliance or non-compliance, revealing insufficient administrative resources to build capacity in the AI sector. The district budget needs to accommodate staff and develop handbooks or resources that help students and teachers understand the benefits and challenges of AI in everyday instructional materials. Another challenge to consider in preparing school districts for AI is the issue of plagiarism and the appropriate consequences. While AI can sometimes go undetected, this introduces uncertainty when addressing cheating or copyright issues, which are part of the broader challenges of using AI.
**References:**
Hew, K.F., Tang, M.L., Jia, C., Low, C.K. (2019). Where is the “theory” within the field of educational technology research? British Journal of Educational Technology, 50 (3), 956-971.
[http://doi:10.111/bjet.12770](http://doi:10.111/bjet.12770)
Council of Great City Schools (2023). K -12 generative AI readiness checklist. Lead Partners. https://www.cgcs.org/genaichecklist
**Classmate Two (Ramon):**
Artificial Intelligence (AI) has become a disruptive force across multiple sectors, with education being one of the most promising areas of transformation. As AI tools continue to evolve, educators are faced with both exciting opportunities and substantial challenges. One key question that arises is: How can AI become a valuable tool to augment the educator’s role, allowing them to focus on higher-order thinking skills and fostering positive student-teacher relationships?
AI has the potential to enhance the role of educators by automating tasks that traditionally consume significant amounts of their time, such as grading, scheduling, and administrative duties (Brynjolfsson & McAfee, 2017). By offloading these routine tasks to AI, teachers can dedicate more time and energy to engaging students in higher-order thinking skills, such as critical analysis, problem-solving, and creativity, which are at the heart of deeper learning. This shift aligns with Bloom's Taxonomy, which emphasizes the importance of fostering higher cognitive skills, such as evaluation and creation, in contrast to lower-level skills like memorization (Anderson & Krathwohl, 2001).
AI-powered systems can also facilitate personalized learning experiences, adjusting to the needs of individual students. For instance, intelligent tutoring systems can provide real-time feedback, helping students progress at their own pace and allowing teachers to better support those who may need additional assistance (VanLehn, 2011). With AI handling the more mechanistic aspects of education, teachers can focus on building positive relationships with students, promoting emotional intelligence, and encouraging collaborative learning environments.
However, while AI offers considerable benefits, it also poses potential drawbacks. A major concern is the risk of dehumanizing education. AI, for all its sophistication, lacks the emotional intelligence and empathy that human educators bring to the classroom, which are essential for fostering a sense of community, trust, and belonging. As education becomes more dependent on AI, there is the potential for students to feel isolated or disconnected from their instructors (Selwyn, 2019). Furthermore, the widespread integration of AI may inadvertently exacerbate educational inequalities. Access to cutting-edge technologies and personalized learning experiences may not be equally distributed, thus deepening the digital divide and perpetuating existing disparities in education (Williamson & Piattoeva, 2021).
In conclusion, AI has the potential to revolutionize education by enabling educators to focus more on fostering higher-order thinking skills and positive student-teacher relationships. However, this technological shift must be carefully managed to ensure that AI complements, rather than replaces, the human aspects of teaching that are integral to the educational experience. Future research should prioritize exploring strategies for balancing AI integration with maintaining the social, emotional, and ethical dimensions of education, ensuring that all students benefit from these innovations.
References
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
Brynjolfsson, E., & McAfee, A. (2017). The second machine age: Work, progress, and prosperity in a time of brilliant technologies. W. W. Norton & Company.
Selwyn, N. (2019). Should robots replace teachers? AI and the future of education. Polity Press.
VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197–221. https://doi.org/10.1080/00461520.2011.610444
Williamson, B., & Piattoeva, N. (2021). Education governance and datafication: Analyzing the educational implications of data-driven decision-making in schools. Learning, Media and Technology, 46(1), 1–19. https://doi.org/10.1080/17439884.2020.1776357
**## W1Reply.docx**
**Directions:** For each discussion below, you will individually post two replies to the posts of others of at least 150 words each. Each reply must incorporate at least one scholarly research article in current APA format. The source cited must have been published within the last five years.
As you participate in the Discussions in this course, remember to support your arguments with relevant research and evidence. Also, engage with your peers’ ideas by asking clarifying questions and offering constructive feedback.
**Classmate One (Amy):** Artificial intelligence is evolving rapidly as the demand for AI continues to grow. Applications, websites, and everyday technology have increasingly integrated AI tools to assist with daily tasks. While AI aims to provide convenience and improve time management, challenges arise from its incorporation into the education system. My current school's mission and vision emphasize global learning and career and technical education while promoting innovative excellence for all students. Although the use of AI aligns with the school's mission and vision, fostering independent problem-solving among students remains the ultimate goal. There are clear pathways for developing students' thought processes. Hew et al. (2019) elaborate on the alignment between Vygotsky’s theory and social learning theory, illustrating how it has furthered students' proximal development. This social learning theory does not advocate for the exclusive use of AI by students and staff; instead, it supports leveraging AI to enhance the learning experience for specific skills or processes. A person’s ability to engage socially while possessing more knowledge than another is crucial for understanding social development theory. However, individuals may not need to utilize their knowledge when AI readily assists them. While AI can provide information, it is not always accurate, causing those who rely solely on it to repeat incorrect information or lack problem-solving skills.
Moreover, preparing schools and the education system for the integration of AI is crucial, as the landscape is continuously evolving, and students and staff are utilizing this tool without adequate training or a comprehensive understanding of its capabilities. Educators must anticipate the need for staff members to manage AI data, acceptable use policies (AUP), and processes, as well as to allocate budgets properly and train personnel for these roles. According to the Council of the Great City Schools (2023), staff development and professional training are essential to monitor, instruct, and formulate appropriate policies that align with AI and the school’s code of conduct. The use of AI to support instruction, communication, research, and technology operations necessitates support staff to create alignment with district policies and to provide the necessary learning for students to meet state standards and succeed in their courses. Additionally, generated content can indicate compliance or non-compliance, revealing insufficient administrative resources to build capacity in the AI sector. The district budget needs to accommodate staff and develop handbooks or resources that help students and teachers understand the benefits and challenges of AI in everyday instructional materials. Another challenge to consider in preparing school districts for AI is the issue of plagiarism and the appropriate consequences. While AI can sometimes go undetected, this introduces uncertainty when addressing cheating or copyright issues, which are part of the broader challenges of using AI.
**References:**
Hew, K.F., Tang, M.L., Jia, C., Low, C.K. (2019). Where is the “theory” within the field of educational technology research? British Journal of Educational Technology, 50 (3), 956-971.
[http://doi:10.111/bjet.12770](http://doi:10.111/bjet.12770)
Council of Great City Schools (2023). K -12 generative AI readiness checklist. Lead Partners. https://www.cgcs.org/genaichecklist
**Classmate Two (Ramon):**
Artificial Intelligence (AI) has become a disruptive force across multiple sectors, with education being one of the most promising areas of transformation. As AI tools continue to evolve, educators are faced with both exciting opportunities and substantial challenges. One key question that arises is: How can AI become a valuable tool to augment the educator’s role, allowing them to focus on higher-order thinking skills and fostering positive student-teacher relationships?
AI has the potential to enhance the role of educators by automating tasks that traditionally consume significant amounts of their time, such as grading, scheduling, and administrative duties (Brynjolfsson & McAfee, 2017). By offloading these routine tasks to AI, teachers can dedicate more time and energy to engaging students in higher-order thinking skills, such as critical analysis, problem-solving, and creativity, which are at the heart of deeper learning. This shift aligns with Bloom's Taxonomy, which emphasizes the importance of fostering higher cognitive skills, such as evaluation and creation, in contrast to lower-level skills like memorization (Anderson & Krathwohl, 2001).
AI-powered systems can also facilitate personalized learning experiences, adjusting to the needs of individual students. For instance, intelligent tutoring systems can provide real-time feedback, helping students progress at their own pace and allowing teachers to better support those who may need additional assistance (VanLehn, 2011). With AI handling the more mechanistic aspects of education, teachers can focus on building positive relationships with students, promoting emotional intelligence, and encouraging collaborative learning environments.
However, while AI offers considerable benefits, it also poses potential drawbacks. A major concern is the risk of dehumanizing education. AI, for all its sophistication, lacks the emotional intelligence and empathy that human educators bring to the classroom, which are essential for fostering a sense of community, trust, and belonging. As education becomes more dependent on AI, there is the potential for students to feel isolated or disconnected from their instructors (Selwyn, 2019). Furthermore, the widespread integration of AI may inadvertently exacerbate educational inequalities. Access to cutting-edge technologies and personalized learning experiences may not be equally distributed, thus deepening the digital divide and perpetuating existing disparities in education (Williamson & Piattoeva, 2021).
In conclusion, AI has the potential to revolutionize education by enabling educators to focus more on fostering higher-order thinking skills and positive student-teacher relationships. However, this technological shift must be carefully managed to ensure that AI complements, rather than replaces, the human aspects of teaching that are integral to the educational experience. Future research should prioritize exploring strategies for balancing AI integration with maintaining the social, emotional, and ethical dimensions of education, ensuring that all students benefit from these innovations.
References
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
Brynjolfsson, E., & McAfee, A. (2017). The second machine age: Work, progress, and prosperity in a time of brilliant technologies. W. W. Norton & Company.
Selwyn, N. (2019). Should robots replace teachers? AI and the future of education. Polity Press.
VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197–221. https://doi.org/10.1080/00461520.2011.610444
Williamson, B., & Piattoeva, N. (2021). Education governance and datafication: Analyzing the educational implications of data-driven decision-making in schools. Learning, Media and Technology, 46(1), 1–19. https://doi.org/10.1080/17439884.2020.1776357