Talking to your child about Artificial Intelligence

Since November 2022 when ChatGPT was released to the world, it’s seemed that AI has been everywhere in the news. Since then, AI has become a force in technology and has taken the world by storm. We have already seen examples of its uses in different fields from history, archaeology, and law enforcement. More urgently, universities are starting to partner with AI companies, which will further their adoption.

image created with FreePik.com

As AI continues to grow, it is important to have conversations with young people about their relationship with AI. The MIT Technology Review offers some guidance for parents with 6 points to talk about:

• AI is not your friend,
• AI is not a replacement for search engines,
• You might be accused of using AI even though you have not used it,
• Systems are designed to get you hooked and might show you bad stuff,
• Use AI safely and responsibly,
• Don’t miss out on what AI’s actually good at.

AI is not your friend

AI technologies have been programmed to sound human. In their answers they look back at their programming and predict the next most logical word. These AI models have become scarily good, so it is important for children (and adults!) to keep this in mind when using AI tools. This is especially important when using a site like character.ai where you can chat with different personalities and users can even make their own.

AI is not a replacement for search engines

There are only a few AI tools that are connected to the internet, so when asking for information about current events. AI tools are programmed to please the user, so when answering, they might hallucinate, or, make things up.

When talking with young people, remind them to check the information they read. Can they find other stories about it with a web search? Have they heard adults talking about it? Verifying information is more important than ever.

You might be accused of using AI even though you have not used it

If a student produces a piece of work that does not match their performance in the classroom or their past work, teachers look for answers. With AI being prevalent, that is the first thought many teachers have. This is why is is important to have notes or draft work that shows your work is your own. If you can show that, most teachers will be appreciative. It might also help to show your teacher your work throughout your process. This can be as simple as asking a teacher to help, even when you do not need help, to show the teacher what you are doing.

Systems are designed to get you hooked and might show you bad stuff

Talk to your child about algorithms and how these technology tools are designed to be addictive. Companies like YouTube use powerful algorithms to give their users recommendations that keep them on their platform for a longer period of time. After understanding that this is how these companies make money, and that time on site equals greater profits, I imagine more children will become mindful of their habits.

Use AI safely and responsibly

There are many kinds of text-based, image-based, video-based AI tools. With images, come potential risks with inappropriate content. Some AI tools without guard rails can generate images you might not want them to see. Talk to children about using AI responsibly.

Don’t miss out on what AI’s actually good at

AI is better at some tasks than others. AI tools can create essays and articles, but the writing can be a little redundant. AI tools are better for brainstorming, organizing, finding connections, and finding out what ideas you might be missing. After telling AI my problem, I sometimes ask it to tell me what I might be forgetting or missing. Doing this helps me to use AI more as a thought partner than a blunt tool.

It’s a matter of having a trusting relationship

At OYIS, we believe in having open and honest communication about technology from an early age. These conversations should start when children are young, but can begin at any age. Have frequent conversations with your child about technology and model for positive ways to use technology for your children.

Making a Student Lookup System

Over the Winter Break, I was possessed. I spent too much time analyzing the data for our Inclusion [Support] Team. I did one thing, then thought of another, and xxx hours later, I had an awesome thing. It was exactly what I needed. 

Then I broke it.

Now I am trying to recreate what I did and I cannot remember how I set up the formulas. I am going to try to keep notes here for the future.

In the Student Lookup, you would choose the section, or programme (PYP, MYP, DP), then that would filter the Grades in each section. The grade would then filter the student names in that specific grade. 

Below are the steps I took to make it on the dashboard page. 

1. Get a UNIQUE list of students
2. Find their Grades
3. Count the number of academic vs behavioral concerns
4. Find the student section - =INDEX(FILTER('sheeetname!$C$2:$C, 'Form Responses 1'!$E$2:$E = B5), 1)
5. Find the concerns  - =SPLIT(TEXTJOIN(",", TRUE, UNIQUE('sheetname'!J2:J)), ",")
6. Flatten the row =TRANSPOSE(UNIQUE(FILTER('sheetname'!J2:J, 'sheetname!J2:J<>"")))

This is the backend. 

I made a column with the sections, PYP, MYP, DP. I then used this formula in the next column, the middle column above, 

=SORT(UNIQUE(FILTER(C3:C, SEARCH('sheetname'!C25, B3:B) > 0)), 1, TRUE)

And then the third row:

=IFERROR(SORT(FILTER(D3:D, C3:C='sheetname'!D25)), {})

When I looked at it, I thought maybe individual students is not as good as showing a whole class. This could be useful for specialist teachers as well as subs, so I adjusted the above formula to stop at the grade level and I got the below output:

Leading Tech Certification PD Sessions

This plan is not going according to plan.

Everything was worked out in our heads. It seemed good on paper. I put my doubts away because after all, this was the way we did it and it worked for us.

Sound familiar?

via GIPHY

This year one goal I/we had was to upskill the faculty about the different technology tools we use. It was decided we would focus on Google and Seesaw. 

When I got my Seesaw Ambassador certification way back in 2017, it was just a series of videos that one had to watch. Now Seesaw has a few different options for certifications beginning with the Seesaw Pioneer. After that, with time and watching different PD webinars, it is possible to be invited to become an ambassador. From there, you can then become a Seesaw Certified Educator.

So back to my plan, teachers would get the Pioneer certification. We would then move on to putting teachers on the path to becoming a Google Certified Educator Level 1. Google has great resources for this. 

It was decided that teachers would go through the Google-made resources, complete the quizzes, get ready for the test, and take it, and, of course, pass with flying colors.

My own journey with GCE was:

• Read the first module
• Take their quiz
• Get bored reading
• Take the test

And I honestly thought this was the path some would take as well. 

After the second session, I knew it was not a good model. The problem was that I was in a committee and we could not change course so quickly. 

I was able to mix in some mini workshops that were received well. 

Going into this year my plan was

• more choice
• more mini-workshops in this time

Coming back from summer, the team was really excited to make learning modules in Canvas. That would fulfill my first criterion of giving teachers more choice. The issue I saw in our first session this year was that it was kind of aimless. We told teachers to start with Canvas 101, but then who knows what they were doing?

Draft of Must Do, Should Do, Could Do, Aspire to Do

I would like more transparency, so I decided to take a page from the Modern Learners Project and create a checklist for them. Next, as I would do in my class, I created a Google Sheet where teachers can put the link to their spreadsheet. I might change this to a Google Form and just collect the links and put them in myself.

Take a Screenshot!

One of the first things I taught my class to do this year was to install extensions. I wanted them to be able to quickly access Google Docs and G Suite. I also wanted them to be able to screenshot their work so they could post it to Seesaw - their learning journal.

I came to realize that taking screenshots has a more important function; to record inappropriate behavior.

I follow the Vicki Davis approach to finding inappropriate things on the internet and teach students to: 

1. Take a Screenshot
2. Block
3. Tell an Adult

The Big List

I have a blog set up and when I find content on IFTTT I can make a post right from Twitter. That works for me, but I think I need something a little more user-friendly for teachers.

Here is a Google Sheet with tools and tags. I am planning on making more functionality along the way, but want to post this as soon as possible.

View this list

Anatomy of an Instagram Post

Make a copy here

Here is a poster I made to help students think about what they are posting. This would work well with the template below.

Make a copy here