PD Provider Summit

2023 Summer Quarterly

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Evolving with Changing Times

csteachers.org/pd-provider-summit/

Introducing the Teams

CSTA PD Provider team

• GT Wrobel
• Jared O’Leary
• Dianne O’Grady-Cunniff
• Rebecca Dovi

Guest Speakers

• Jen Manly
• Shana White

CSTA PD Committee Co-Chairs, Members, and Staff

• Dr. Abigail Joseph
• James Koontz
• Lea Sloan
• Bryan “BT” Twarek
• Dr. Amanda Bell
• CSTA PD Committee Members

High-Level Goals of these meetups

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• Community building
• Problem solving collective challenges
• Sharing best practices

Agenda all times in EDT

Introductions and Overview

Our Community

• Importance of curriculum and PD providers in shaping CS education
• Unique role: need to learn from one another
• Keep it safe and inviting
• Make it your own

Useful Norms and Practices

• Share airtime
• Approach disagreement with curiosity
• Turn on camera if you’re willing
• We’ll record the whole group sessions
• Take notes in this slide deck

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Breakout: Get to Know Each Other

Introduce yourself

1. Who are you?
2. What do you do and where?
3. What are you doing to enjoy this summer?

Note, we are using mostly random breakouts today, with the goal of meeting many different people. �Let’s build a community!

You will be randomly assigned to a breakout with three other people for ~7 minutes

How are people in your breakout room enjoying this summer?

• Camping up North to get outside of Phoenix heat
• Exploring California with new baby Killian
• Got married
• Enjoy July at home in Maryland (no travel!)
• Beach time
• Play video games
• Working on PHD
• Music festivals
• Chop down trees with a chainsaw
• Choir camp!
• Tennis - when I’m not attending PD ;-)

• Seeing Beyonce !! - ditto!
• Working out
• Visiting with family
• Playing tennis
• Building a second Chicken Coop
• Playtime with a 4-year old
• Survive a two year old
• Water parks with family
• Homesteading
• Hiking all three Baltic countries
• Traveling and building a koi pond
• Went to Hawaii!
• Concerts! 🎸
• Hollywood Bowl
• Staycation. Make a home oasis

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Drag a dot

to your location

CSTA K-12 Standards Revision

Planning the development of the highest quality standards to delineate K-12 student learning outcomes in CS

BT (Bryan Twarek)

VP of Education & Research

bt@csteachers.org

Background

Purpose, History, and Use �of the CSTA K-12 Standards

10

The CSTA K–12 Computer Science Standards delineate a core set

of learning objectives designed to provide the foundation for a complete computer science curriculum and its implementation at the K–12 level.

CSTA K-12 CS Standards, Revised 2017

11

History

Published K-12 CS Framework

7 states have CS standards

43 states have CS standards

The Need to Update the Standards

• It’s been awhile
• Research has evolved
• Implementation has surged
• There have been great advances in emerging fields
• States have revised standards
• States will update standards again soon

Initial Plans

Goals, Principles, & Timeline for

Revising the CSTA Standards

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Planned Phases

Timeline

• Fall 2023 Begin research
• Spring 2024 Select advisory board(s) and writing team
• Fall 2024 Kick off standards writing
• Fall 2025 Finish draft standards, collect feedback
• Winter 2026 Finalize content of standards
• Spring 2026 Develop exemplary lesson resources, teacher PD
• Summer 2026 Publish revised standards
• Winter 2027 Complete supplementary resource development
• 2026-27 Disseminate Standards and support implementation

We’re Hiring!

We just posted a job �for a project manager.

Please share recommendations!

csteachers.org

Lorem ipsum dolor sit amet

bt@csteachers.org

Give feedback, stay informed:��

bit.ly/�CSTAStandards�Feedback

Dr. Allison Scott

CEO �

Shana V. White

Sr. Associate�

Advancing Equity in K12 Computer Science Education

Goal: Increase access to and participation in equitable K-12 CS education.

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Strategies:

• Conduct and fund research
• Support state policy advocacy
• Implement CRCS framework
• Curriculum/Instructional Resources
• Professional Development
• Partnership with Key Districts

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Vestibulum nec congue tempus

Curriculum Evaluation Tools

• Teacher Lesson Materials Worksheet
• Provides teachers with a “quick check” tool to assess their lesson materials for their alignment with CRCS Framework
• Curriculum Provider Self-Assessment
• Provides curriculum providers with a tool to assess their lessons, activities, units for their alignment with the CRCS Framework

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https://www.kaporcenter.org/equitable-cs/

Breakout Discussions

28

Until

11:50am

Eastern Time

Possible prompts:

• What supports are available to classroom teachers related to culturally responsive pedagogy with in your curriculum/professional development?
• What tools and resources are available to classroom teachers related to culturally responsive instructional practices within your curriculum/professional development?
• Why do curriculum providers/PD providers need to better strengthen their culturally relevant/responsive/sustaining knowledge within their daily work?

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9-12 PD Focus 1

• https://criticallyconsciouscomputing.org/
• https://www.inclusivecsteaching.org/
• https://crtandthebrain.com/
• What incentives exist for educators to want to have the conversations around pedagogy?
• Unknown how to successfully include the alternative stakeholders who influence student recruitment
• Need to get to know your community of teachers and students first

PK-8 PD Focus 2

• Districts expectations are different - Struggle - How do we give them guidance within their own space?
• Give examples of things teachers can do in the classroom right away. Real-world examples
• Teachers already know how to include, but we can teach them how to incorporate into CS as well.
• Just because the discipline is new, the teaching part isn’t
• Adapting PD to culture and history into CS curriculum
• The curriculum overtime often informs the PD (Pedagogy, instructional strategies etc..)
• Bring in community to help build curriculum and PD to be responsive

Breakout Room 4: PK-8 PD Focus 1: prompt #1

• Challenge: have culturally responsive lessons & separate PD. Looking how to weave it through more of what is provided.
• Provide time for teachers to connect examples to their classrooms and communities.
• Incorporate time during PD can be a challenge/opportunity.
• https://sites.google.com/schools.nyc.gov/cs4all-equity/
• https://www.nysed.gov/crs/framework
• Program professional learning, but then also equity piece. Can participate as equity fellows in NYC and help translate that back into curriculum/PD
• PD has equity built throughout, but making sure language is consistent

Breakout Room 4: PK-8 PD Focus 1: how are providers dealing with the equity bans in some states

• Modifying terminology to safeguard the content and work
• Providing classroom examples to put the focus on student outcomes instead of triggering words.

Breakout Room 4: PK-8 PD Focus 1: Do you modify for the littles vs. the older students?

• Vocabulary
• More focused on defining their community as their classroom vs. outside of the school for older students
• Integrate UDL practices from Maya and others. Provide different ways for students to express themselves.

9-12 PD Focus 2

• Focus on why/how to do better, not just superficial reasons why
• Issues around censorship—how to navigate
• Working directly with teachers
• Use different language (“Pedagogy” instead of “teaching” to avoid CRT acronym)
• Facilitators and teachers self-censoring due to fear of losing license/job—try to be more covert about these values to evade censors
• Language change might leave teachers behind, making it hard to plug into other communities/resources
• “Broadening participation”; “censoring the words, not censoring the work”
• Riding out the opposition, hoping the culture war moves to another front after some time

10 minute break and group photo

Until

12:10pm

Eastern Time

Creating Teacher Community

with Video

on Social Media

Jen Manly

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Twitter: @jennifer_manly

TikTok/Instagram: @strategicclasroom

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jenmanlyedu@gmail.com

jennifermanly.com

38

Why Video?

• Allows you to tell a story
• Allows you to showcase your product/curriculum in real time
• Best way to reach a new audience – TikTok or Reels
• Moving away from curated to authentic → it’s easier and quicker to make than ever before
• Easy to have teachers tell your story, too

So your brand’s decided you want to create video content… now what?

• You need a niche!
• Going viral isn’t everything
• Authenticity and consistency are king and queen
• Don’t be afraid to experiment
• Give it time

40

You need a niche.

(Or, why you’re not creating content for everyone)

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Niching

• Your niche is the specific subset of content you create
• Establishes you as an expert
• Consistently posting within your niche helps the algorithm push your content to the people it’s best suited for

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Who is your brand creating for?

• What problem(s) are you solving for your audience?
• Who cares about these topics?
• Are these specific grade levels? Years teaching? Location?
• What challenges do these people face?
• How will your content or product help them?

43

Remember:

Your content isn’t for everyone, but it’s everything for the people who need it.

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Creating Content

Or…. it doesn’t have to be perfect – just post!

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Types of Content

• “Longer form” talking videos (1+ minute)
• Trending sounds (typically under a minute)
• Day in the life with or without a voiceover
• Stitches and duets

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Anatomy of a Video

• Hook
• Content
• Closing

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Great content connects

You want your audience to *feel* something or say “me too!”

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Hooks that build connection:

• Storytelling: “I remember when…”
• Asking a question: “Do you _______?”
• Stating an opinion: “Here’s why I refuse to give less than a 50%” → controversial

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Content creation that builds community

• Stitches and duets
• You respond to comments
• Responding to comments using video (on your post or others)
• You invite others to share their ideas or opinions (and validate them!)
• You delete and block comments/people that threaten the community

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Your goal is content that is savable and shareable

Give them something they can use!

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Things the reels/TikTok algorithm always love

• Engagement: comments, saves, and shares are more important than likes
• Watch time: The longer people watch your video, the better it will do
• Consistency: If your brand’s goal is to grow, you should post once a day (more if you can – here’s why)

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Little things you should always do to help the algorithm

• Always add captions to your video
• Add a one liner on the top of your video that tells people what the video is about
• Add a caption that asks a question
• Use hashtags (#teachertok or #teachergram are always a good one, find others like #teacherburnout or #firstyearteacher or #teacherstyle)

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Breakout Discussions

54

Until

12:45pm

Eastern Time

Possible prompts:

• What problem(s) does your organization or product solve for teachers?
• Who are you trying to connect with on social media? How have you done this well, and in what ways could you improve?
• How is your organization currently showing up on social media? How does your content impact your target audience?
• Generate a list of content ideas that are either savable or shareable.

Breakout Room 1

• Engaging short videos and tips of classroom techniques for afterschool instructors
• Brain teaser, puzzles, silly logic games to amplify CS confidence
• Gotcha! from TikTok (wrong way, share options, share solutions)
• Ten reasons to give up, then ten reasons to try again
• Balance the number of asks vs sharing and offering content
• Easy/fun ways to explain complex CS concepts
• Which one doesn’t belong?

Breakout Room 2

• Use of short form videos in CSEdWeek
• Staffing for social media and CMD
• Who are you trying to connect with? can be hard. Some orgs use students to create content.
• Consistent posting definitely drives the numbers and engagement
• Teacher retention tool to keep user community connected.
• Different platforms (Reels, YouTube, Instagram - cross posts)
• Quick tips as a form of PD??

Breakout Room 3

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• TikTok is a current mountain to climb
• Is it less safe for young people to find content on tiktok?
• “Do we want to be on there?” “Do we need to be on there?”
• Can we find the top platforms and stay focused on those instead of 7 or 8?
• Posting question of the day on social media
• Trying to connect with parents, teachers, administrators
• What can “bite-sized” PD mean in the context of social media posts? Such as Tik-tok style videos (2-3 minute videos.)

Breakout Room 4

• 1-2 minute educational videos
• Difference between educational and marketing videos
• Shorter, digestible content (younger brains are trained for this)

Breakout Room 5

• What tools do you use to create video content? Is video editing a time consideration?
• Is this personal or corporate perspective?
• Do our values align with all the company values. Do we want our faces to be the face of our company?
• This is the marketing department’s thing. We have to make sure that what we do is aligned with the organization.
• What evidence is there that this attracts people or supports community?
• Lionel had good results sharing how he used others’ resources.
• Sharing great ideas with people in our circle.
• https://www.bbc.com/worklife/article/20230712-consumer-brands-leave-social-media-meta-threads
• Thread? Scary privacy agreements

Breakout Room 7

• Who is the audience of your social media? Educators?
• What platforms are working well?
• How can people get over their fear of being the “face” of an organization? How can we limit the “exhaustion” of being responsible for content?
• Ideas:
• Classroom tours
• Lesson facilitation (as if you’re talking to a student)
• How is what you’re making ultimately creating a better learning experience for students?

Breakout Room 8

• Which platforms are teachers predominantly using to engage?
• This may be dependent on who you are targeting. New users or your current users.
• Mental health impacts are scary!
• Can this be a place for public discourse?
• We have a lot of new teachers entering the classroom. Jen suggests that a majority of these users are on TikTok.

Apply to join the PD committee

• Apply to a committee on CSTA’s volunteer page
• Direct link to the volunteer form (deadline is August 31st, 2023)

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• What’s the commitment?
• 1.5 hour meeting on the 3rd Tuesday of most months
• 30-45 minutes outside of the meeting

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• Why join?
• Professional connections across the nation (with some international members)
• Balance of PD providers, classroom educators, university professors, and admin
• Learn about other providers’ approach to PD
• Have an input on what defines quality CS PD
• Deeper understanding of PD standards
• Stipend to attend in-person volunteer summit

Pizzazzing up your PD with AI

People are curious. Use it to your advantage!

AI can be the elephant in the room. People want to know more.

1. Does the curriculum use AI in any way?
2. Will my students use AI to complete the assignments I give them?
3. How might I use AI to differentiate or customize content?
4. Which AI tools are free and worth trying?

Cautions:

• AI hallucinations: making things up without regard to fact
• Privacy of data submitted to an AI, rules are changing. Do you have the right to feed in the information you’re thinking of giving to the AI?
• Bias, limited detail, and other problems with the results.

All that glitters is not gold!

As responsible PD providers

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We need to educate our participants to understand the advantages, limitations, possible problems, or bias of any AI tools that are used in the PD, the curriculum, or the workshop sessions.

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It also makes sense to provide basic understanding of AI vocabulary and how it works: ML, LLM, etc.

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This is just “baby” AI.

We’re here for beta testing

Expect constant change!

Easy jazz and pizzazz

1. Generate lists of ideas
2. Summarize a long reading and either ask an LLM questions about it, or generate questions for it.
3. Differentiate reading material for different grade levels. Create separate differentiated readings on a topic to assign to different learners.

Try out this list of tools if you’re an educator:

Picture search& generation: Bing, Dall-e (and so much more!)

Annotate and add questions to videos: Encord, Stage 0, much more

Generate lesson plans, summarize articles, compose emails, make presentations. See The AI Classroom or Coffee for the Brain

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Breakout Discussions

68

Until

1:20pm

Eastern Time

Possible prompts:

1. How does your curriculum use AI?
2. How have you or might you use AI to add pizzazz and resources to your PD?
3. What activities might you invite participants to do at the PD or on their own to jazz up the resources they have available to support student learning and engagement?
4. Are you or the teachers concerned that students will use AI to cheat on assignments? What are some ways to be proactive about that possibility?
5. What AI tools are you already familiar with? Which ones are most useful to your work or for your participants to know about?

Breakout Room 1 Notes

• Unit of AI, but not integrated with PD yet
• Using AI for fun, but not at work yet
• ChatGPT “made niche libraries accessible in an unnerving way”
• Using it for student comments and with students in class
• “Let’s get comments back from ChatGPT”
• How do we quell teacher anxieties in PD?
• Promoting the value of our personal data may be an important part of the conversation.

Breakout Room 3 Notes

• First question was about who is using AI as a tool for their PD
• CS4CA is doing some work to educate teachers
• https://raise.mit.edu/daily/ MIT AI Daily Curriculum for middle school students
• https://www.freethink.com/robots-ai/cs50-chatbot -
• Helping teachers understand how does AI work
• What topics can we use to engage students in using AI?
• How can we help teachers to use AIs like chatGPT and other LLMs to create lessons and activities?

Breakout Room 5 Notes

• Delay AI until after first course in curriculum, rather than just covering AI having students doing things with AI
• How do tools like Chat-GPT affect our current curricula (other groups training their AI on resources we make - copyright?)
• Teachers need to understand AI as a concept (how does it work, terminology), then how can we use AI to make teaching easier and more efficient; how can students use it productively and ethically; how do we use it on our platforms
• AI is not culturally responsive, it currently is inherently biased
• What are chatbots, deepfakes, etc; how do AI evolve
• How do we engineer good prompts? How do we ensure what we receive is truthful
• How can assessment evolve to counter AI and be more culturally responsive

Breakout Room 6 Notes

• Teach AI savviness to students (How to use most effectively)
• Can we keep teaching CS the way we have always been?
• What is the shift in pedagogy that needs to take place to still teach the concepts and thinking skills, but engage this new technology?
• AI could be a way to widen access to the CS conversation and field.

Breakout Room 7 Notes

• Pushback from administration??
• Does your organization have AI policies?
• Who has access?
• History is repeating itself - mobile devices, calculators, pencils/papers, etc.

AI Site Links

https://beta.diffit.me/#topic

https://www.eduaxide.ai/

https://www.mxagicschool.ai/

https://www.elexmentsofai.com/

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10 minute break

Until

1:40pm

Eastern Time

We do not learn from experience...

we learn from REFLECTING ON EXPERIENCE.

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~John Dewey (1933)

Birds of a Feather Options

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Choose a room, and feel free to switch!

1. Reflecting on the CSTA Conference Keynotes
2. How are you responding to anti-DEIA laws?
3. How to engage or motivate teachers to complete PD
4. Physical computing
5. Let’s chat about AI
6. Explore the new CSTA website (Room 6)
7. CSTA K-12 Standards Revision (Room 7)

Until 2:15pm

Eastern Time

Room 1: Reflecting on the CSTA Conference Keynotes

• ​

Room 2: How are you responding to anti-DEIA laws?

• Texas: Law goes into effect Sept, so people are still trying to figure things out— “Outreach, Culture, and Engagement”, different language. Toe the line—funding vs continuing the work
• https://www.bestcolleges.com/news/anti-dei-legislation-tracker/
• Creating an environment of self-censorship & fear in addition to explicit legislation
• Some Large PD providers change models to facilitate removal of controversial topics, some not changing but changing language, some not changing at all
• Balancing the importance of the topics while avoiding exposing teachers to risk—not many “right answers”
• What are people afraid of? Persuasion for DEIA principles vs collective action/resistance
• Action outside the classroom? Lobbying, etc. to support/protect educational efforts
• Engaging with the “grey area” to solve short-term tensions or get around pushback can be difficult from an ethical perspective—where do you draw the line?
• Who can stand up to anti-DEIA pressure? How might PD providers work to navigate or act against this pressure?

Room 3: How to engage or motivate teachers to complete PD (when teachers are already overwhelmed and very busy)?

• Compensate people for their time (in one way or another, money/time)
• Provide graduate level credit for PD
• How do we get them from training to implementation?
• Identify why people signed up for the program → This can be a motivator
• Do teachers and districts see the value when the training is free to them? When a stipend is included?
• Potential Solution: Asynchronous PD → Only works when they have time, just not necessarily the same time; there has still been participant dropoff when switching to this. Include synchronous refresher sessions to supplement async learning.
• Sabbatical time? Would require union participation efforts?
• Honor the elephant in the room. They are going above and beyond their teacher responsibilities

Room 4: Physical computing

• “What need is this meeting that isn’t being met by other specializations like robotics?”
• Physical computing as defined by “human computer interaction”
• Physical computing input process output
• Computational thinking is the processing
• “Physical Computing is an approach to learning how humans communicate through computers that starts by considering how humans express themselves physically.”
• source: https://tisch.nyu.edu/itp
• “combining software and hardware to build interactive physical systems that sense and respond to the real world”
• Source: https://www.microsoft.com/en-us/research/uploads/prod/2020/04/physical-computing.pdf
• Definition from others: “Tools that we use to connect to software for humans to understand the world”
• “Physical computing in our every day lives”
• Driving through EZ Pass
• Keyfob auto setting car seat based on who drives

Room 5: Let’s chat about AI

• Teaching programming is changing. AI autocomplete is in lots of IDEs. Need to teach reading code, problem solving, testing, debugging, decomposition. They say programmers spend 50% of their time testing/debugging AI content.
• Limitations. It’s a learning curve for us to figure out how/when to use it.
• There’s a political side around regulation.
• It has blind spots
• You can train it to do new things.
• We need students who can critically use AI. How do we pivot on what we teach when AI is so good at basic code generation?
• Jared’s podcast about intro programmers using AI. This is the episode https://jaredoleary.com/csk8feed/188
• Students should still understand floating point arithmetic, memory allocation, types of variables and operations,
• AI can help get to more advanced concepts faster, not just syntax.
• We also want students to understand how AI LLM are created.
• MUST be aware of what inappropriate or biased content it might create
• Why isn’t AI creating more free time for us?????

Room 6: Add topic

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Room 7: CSTA K-12 Standards Revision

Primary changes we’d like to see:

• Ensure it is research-informed
• Invest in supplementary resources, especially at the elementary level and with concepts beyond algorithms and programming
• Better future-proof the standards – tricky balance with specificity and measurability
• include new things into supplementary resources and map to existing standards
• build a catch-all new technology standard?
• Plan for interim updates to supplementary resources - what can we and can we not update? Don’t update standards. Can update lots of the other parts.
• Guide how to cover a wide breadth in the standards
• Create focal/priority standards
• Create foundational and supplementary/extension standards at each grade level? – maybe modular by concept and emerging technologies
• Plan for more interdisciplinary integration with examples of showing how this can actually work
• Guide clusters of standards for projects/units/activities
• With grade-specific standards, address different concepts in different years (creating grade band spirals) – is this reasonable at the standards level, or should this just be guidance for curriculum developers?

Planning SIGCSE Proposals

Doing DEI-A PD in the current political climate (or, acting against DEIA censorship?)

• Sofia de Jesus, Michelle-Noelle Magallanez, Sonia Spindt, Jon Stapleton, Andrea Wilson-Vasquez
• Elizabeth Bacon (drop names in this slide?)
• Andrea Robertson-Nottingham
• Allen Antoine
• Justin Cannady

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Microcredentials

• Randy Macdonald
• worked with Mozilla Foundation - Web Literacy initiative to create digital badges for out of school learners
• Worked with Concentric Sky Badging to create digital badges for CSTA Oregon PD participants
• Abigail Joseph (fascinated by the thought of this)
• Michelle-Noelle Magallanez (I’m on the Digital Promise accreditation committee, I’d love to be join this conversation)
• Will Brown - Mouse has been using Microcredentials and Digital Badging for years

Planning SIGCSE Proposals (cont.)

Final Reflection

What did you learn or take away from today’s session?

Our next PD Provider Summit is Friday, October 6 on Zoom.

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Any request or ideas? Let us know in the feedback form!

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Closing

• Thank you to all our presenters!
• Find resources + archives at csteachers.org/pd-provider-summit
• Please provide quick feedback by taking this survey
• Hope to see you at our next PD Provider Summit: Fri, Oct 6 on Zoom

Resources

AI related resources:

• https://www.elementsofai.com/
• https://wakelet.com/wake/ztrET-4s8Y193coyl9yE-
• https://www.flintk12.com/
• https://www.eduaide.ai/
• https://www.magicschool.ai/
• https://beta.diffit.me/#topic

1. CS Knowledge & Skills

2. Equity & Inclusion

3. Professional Growth �& Identity

4. Instructional Design

5. Classroom Practice

interactive display

PDFs

Resources: csteachers.org/teacherstandards/resources

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K-12 Teachers

• self-assessment checklist
• prof. learning goal setting

K-12 Administrators

• guidance for supporting CS
• look-for tool
• CS coaching toolkit

Policymakers

• recommendations for supporting CS

PD Providers

• guidance for PD design
• self-assessment rubrics
• sample reflections

Schools Of Education

• guidance for creating CS programs (case studies, field experiences, exemplary activities)

Other

• inclusive teaching resources
• K-12 CS ed glossary

Flash presenters and breakout moderators:

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Responsible Provider-ing in the Face of AI Hype

Charlotte Dungan, AiEdu

Sarah Judd, Code.org, curriculum developer for AI for All

Breakout Discussions

96

Charlotte (focusing on K-8) will lead one breakout room, and Sarah (focusing on middle-high school) will lead the other. Use this time to ask questions and have discussions with each other. Use the next two slides to record notes for your group.

Until

3:00pm

Eastern Time

Possible prompts:

• How do you use AI yourself?
• What are teachers asking you about AI?
• What are the opportunities to provide more learning about AI in your PD?
• How should we incorporate ethics and AI?

K-8 Group (Facilitator: Charlotte)

Introductions and questions:

• Katie Henry, MicroBit, ml-machine.org visualizer tool! Train algorithms using various sensor data.
• Neil Thawani, Carnegie-Mellon, software engineer, creating in classroom dialogue for middle school science)
• Will Brown, Mouse, NY State CS Standards launching! AI/ML is not in standards, but they are going to build them in anyway. :) Also legal issues within education data privacy laws.
• Samantha Dahlby, Iowa nonprofit w/PD, burdens on teachers/students, how not to overwhelm!
• Jared O’Leary, CS Education Podcast, what is the future of education?
• Sonia Spindt, CodeCombat, Teaches CS/ML! Integrating AI into early education, what’s legal?
• Tim Barnes, Carnegie Mellon, K-8, lots of interaction in al!
• BT, CSTA, how should AI impact revision of K-12 CS standards?

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Takeaways:

• Help teachers reduce their own burden - a large opportunity with AI
• Use AI to draft emails to parents (such as, reading importance and how to do it at home)
• Recommendation letters - input traits
• Make lesson plans - ideating + human touch refinement
• We can summarize concepts in a way that is age appropriate/friendly language
• ELL students, define the ideal language and scaffold in meeting targets
• Explain “abstraction” to a 4th grade teacher: a PD example
• How to identify when the AI is wrong!
• With code generation, the text explanation of the code is quite good!

Sarah’s Group

• In programming
• Stack Overflow has been around a long time as a resource students can use to get code. ChatGPT is even more powerful and you can dialog with it to refine/translate what you want
• It’s important to teach foundational concepts, problem solving, if you don’t know the basics how can you understand a more complex system.
• Mobile CSP used this https://ai4k12.org/resources/big-ideas-poster/ does the Alexa in space hour of code activities with AFE. Developed a set of lessons on how to build Alexa skills using AI.
• Use AI as a way to get students interested in learning more.
• Can they recognize where AI is being used around them?
• ECS worked with Beverly Clark from the UK who shared AI resources. 5 years ago. Might need updating. It’s an alternate unit.
• Code.org gets feedback that the CSD Ai unit is useful. Focus on machine learning with model designing tool. Question: where else to go with this?
• UTeach. Teacher feedback. Will kids use AI for evil?
• Need to teach critical thinking skills.
• How do we bring up the conversation in our PD? Can’t assume teachers do know or understand AI.

In the room:

Gail Chapman ECS, Emily McLeod & Sarah Judd Code.org, Austin Schick CMU, Pauline Lake Nat’l Center CS Education, Yvonne Loya Uteach, Dianne O’Grady-Cunniff MCCE,

Wrap-Up / Debrief

Until

3:15pm

Eastern Time

How do we handle the responsibility of being PD providers while keeping pace with a changing world? How might AI impact provider-ing?

• See notes on slides 15 and 16

Hear more from Charlotte and Sarah on the CSK8 Podcast