Impact on Teaching & Learning

Academic Integrity & Citation

Access, Equity & Bias

Accuracy & Credibility

Assessment Practices

District Guide

to Policy Considerations for Generative AI Use

Establish Policy

Think Through Guidelines

Policy outlines the appropriate use of generative AI tools by students, teachers & staff. It may also be helpful to outline inappropriate use cases.

Acceptable Use

Policy outlines guidelines and expectations for the ethical and responsible use of AI technologies, emphasizing originality, proper citation practices, and the prevention of academic misconduct.

Policies should acknowledge that there are known limitations of these tools and should emphasize the development of critical thinking and verification skills.

AI policy should guide school discussions on shifting assessment strategies to include continual formative assessment, and the integration of authentic assessment methods.

AI guidelines need to be firmly rooted in the Mission, Vision and values of the school community. Stakeholders need to be aware of the ethical considerations of AI in education and their voice needs to be part of the discussion of use and policy.

Ethical Considerations & Awareness

The use of generative AI tools involves the collection, storage & analysis of large amounts of data. It is imperative that student privacy is protected and data security is updated.

Data Privacy & Security

AI guidelines should support equitable access to these tools and to experiences of learning how to use them effectively.

Critically examine teaching/learning practices equipping students with essential skills for AI-driven future. Explore classroom expectations/routines around case uses based on grade and subject. Teachers and students are empowered in the process.

Modified from Leon Furze's work,2023

Engage Stakeholders: How Might We…Thinking Protocol

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Ethical Considerations & Awareness

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Data Privacy & Security

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Resources to Support Discussion:

Schools Really Messed Up With Social Media. Now, We Have a Second Chance.

The AI Dilemma (1 hr Video Tristan Harris & Mark Carrigan)

Ethical Guidelines and Use of AI Go To Page 18-19

2023 Future of Jobs Report

9 Job Sectors Most Affected by Generative AI

• What measures can be put in place to protect student privacy and data security when utilizing generative AI tools and platforms, ensuring compliance with relevant data protection regulations?
• What are the potential risks and unintended consequences associated with the use of generative AI in educational settings, particularly in terms of student privacy, data security, and algorithmic biases?

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• How does the use of generative AI in education align with our school's mission, vision and values?
• How can we ensure transparency and accountability in the development, deployment, and use of generative AI systems in our educational programs?
• How can we involve students, parents, and other stakeholders in the decision-making process regarding the use of generative AI in education, ensuring their voices are heard and their concerns addressed?

Resources to Support Discussion:

Openai : How Your Data Is Used

Openai Privacy Policy

Ethical Guidelines and Use of AI Go To Page 11 & 14-16

Privacy Report on Chat GPT (10/23)

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Access, Equity & Bias

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• What measures can we implement to address potential disparities in access to generative AI tools and resources among different student populations, ensuring that no group is left behind?
• What steps can we take to promote inclusivity and diversity in the development and deployment of generative AI technologies, ensuring that different cultural, linguistic, and cognitive backgrounds are taken into account?

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Resources to Support Discussion:

Will AI Chatbots Raise Digital Equity Concerns for Students? (Start midway “The ability for other students to get a leg up….”)

Open Ai Terms of Use

Possibilities for Improving Student Access and Personalizing Learning

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**Comprehensive Resources

AI and the Future of Teaching & Learning (US Dept of Educational Technology)

TeachAI Leaders ToolKit

Generative AI Readiness Checklist (CoSN)

West Virginia State Guidance on Gen AI and N.Carolina Draft Guidance (most recent of only 4 states with guidance)

The Artificial Intelligence Act (Dec 2024)

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Acceptable Use

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Academic Integrity & Citation

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Accuracy & Credibility

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Policy Ideas & Examples:

Sample Guidelines for Schools from Teach AI

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Sample School Policy Template: AI In Education (Excellent Questions to Guide Policy)

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Example of Policies & Info Related to Chat GPT & other AI Tools from Joel Gladd, PhD

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Cheating vs Plagiarism Graphic

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• How can we strike a balance between promoting exploration and creativity with generative AI, while also ensuring that students use the technology in a safe, ethical and productive manner?
• How can we involve students, teachers, and parents in the development and review of the Acceptable Use & Academic Integrity Policies for generative AI, to ensure that their perspectives are considered and that the policy reflects the needs and expectations of the school community?
• Example Teacher, Student
• Discussion Use vs Non-Use Case Template

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• How can we clearly define and communicate the boundaries of acceptable use for generative AI tools within the context of academic integrity, ensuring that students understand the expectations and limitations when utilizing these technologies?

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• What criteria should be established to evaluate the credibility and reliability of generative AI sources, considering factors such as the reputation of the AI system, the training data used, and the transparency of the underlying algorithms?
• How can we educate students about the limitations and potential biases of generative AI systems, encouraging them to critically evaluate and corroborate information generated by these systems with trustworthy and authoritative sources?

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Assessment Practice

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Impact on Teaching & Learning

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What steps are you taking to ensure that your school relinquishes antiquated teaching and learning practices and embraces more engaging and purposeful approaches equipping students with essential skills for the AI-driven future?

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Resources to Support Discussion:

5 Ways Generative AI Is Impacting Education

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Artificial Intelligence and the Future of Teaching and Learning (PDF) (page 22- end)

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Harvard News: Educating In A World Of AI

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Dimensions of Learning & Generative AI.JPG

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• How can we create learning processes that allow students to show evidence of learning in engaging ways that support critical thinking & creativity?
• What might be necessary restrictions on the use of generative AI for assessment tasks based on educational reasoning, the nature of the task, and the function of generating particular evidence of student learning?
• What clear guidelines are needed for appropriate use of generative AI tools in assessment tasks and ensure that students understand the expectations as per the other areas suggested here?

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Contact us at connectinged@gmail.com for professional learning opportunities around these two areas.

Protocol Directions: How Might We…

1. Discover:
1. Brainstorm opportunities (use your choice of capturing the groups’ ideas)
2. Brainstorm challenged - padlet works well - one challenge per sticky note-
2. Define: Which challenges are most important?
• Have participants vote for their top 3 challenges. (you can set padlet to allow likes)
• Identify the most important based on voting (pull them to the top of the padlet)
3. Diverge:
• Use small groups, assign or have groups choose one of the top challenges and ask them to reframe the challenge into “How might we…” statements. This shifts thinking towards solutions. Capture each groups statements.
• Example; Challenge- “AI makes homework easy for students”

How might we think differently about the purpose of homework?

How might we think about homework as a creative task?

• Converge:
• Have each group share their key takeaways and most solution driving “How might we… “statements with the group or do a gallery walk

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You will walk away with a list of challenges with driving questions to continue working on solutions.

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How

might we…

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