I’m an AI professional, so I can share some of my opinion from another perspective here.
I did take a look at the AI courses being offered to educators like ISTE's AI courses. Like many similar courses, their objective is more on “AI popularization”, instead of understanding AI technologically. The important point is that, if you want to feel comfortable to teach AI to students (no matter what grades the students are), you really need to understand the algorithms in AI. If you are doing a simple AI project with students which is just “cat recognition”, if you don’t understand the algorithm, you will end up with just being able to say “that is what AI can do for you!”. And, figuring out how it works is not something you and your students can brainstorm and find the solutions.
To understand AI algorithms, the educators really need to learn AI technology. Learning how to teach AI in classrooms can only happen if you understand how AI works. If we talk about offering AI certificates to educators from universities, the certificates must be from the Computer Science Departments of the universities, not from School of Education. Also, it is hard to believe that one without math background can understand AI algorithms, unless he/she learns math prior to learning AI.
It is said that in other countries, like China, the central governments have mandated that all K-12 schools will open AI courses to students. So far, China has produced more than 15 different sets of AI textbooks for K12 schools. Their goal is to open AI courses in most K12 schools before 2021. We are lag behind and need to act quickly. Our educators should learn AI directly from AI professionals so that they can learn quickly and feel comfortable in teaching AI in classrooms (Learning from online videos is not easy for educators without much background). The best way probably is to ask AI professionals to give educators free lessons. My team is willing to give K12 educators free AI lessons through live online classes using Adobe Connect. I think a 32 sessions of interactive classes would give K12 educators a very clear picture in terms of how AI works (even without math background). With Adobe Connect, we can have all the related educators from a single county in a state join the AI class by Internet from home or office at the same time. We could cover all K12 schools in a short period of time if we also have other AI professional teams join us for doing this.
Best,
Frank Zeng, Director
AAFIE Artificial Intelligence Labs
From: ai4k12@lists.aaai.org <ai4k12@lists.aaai.org> On Behalf Of Smith, Rachel
Sent: Saturday, July 27, 2019 1:16 PM
To: ai4k12@lists.aaai.org
Subject: Re: [AI4K12] Simple considerations
Hi Brenda,
Thanks for sharing your insight. I think your idea about creating a website targeting teens may work really well-- especially if we could offer resources for guidance counselors. The idea of a competition is also neat. Today, there's one in Pittsburgh, I believe. Check out the WAICY website for more info.
It was really interesting for me to learn what's going on in TX. At ISTE this year, I had the chance to meet with affiliates from across the country, and I learned that many states are struggling to implement CS. CT recently adopted CSTA standards and a CS requirement. I've been working with our state's Computer Science Council to develop a plan to implement CS instruction-- from teacher preparation/certification to curriculum. It's a lot of work with a lot of moving parts. Just like Texas, we have amazing K12 educators, and we have amazing districts. Yet each district is approaching the new requirements differently. Some offer CS as electives at the high-school level, others integrate it into core subjects from preK-12. There are many approaches, and a one-size-fits all doesn't work. I often look to Rhode Island, which has done a tremendous job of integrating CS into K12, for inspiration. Right now, there are a few universities offering a CS certification program in CT, and the state is working to create pathways for educators like me, who have a Master's in Literature but are teaching CS. I'm on the board of CECA, our state's ISTE affiliate, and we are always striving to help educators feel more comfortable teaching CS.
I don't know how many of us are familiar with the design-thinking process, but I've recently used it to apply for Google's EI program. I'd like to make it easier for teachers to understand AI so that they feel comfortable enough to teach it. ISTE's AI course is a great resource. Yet even after taking it, trying to interpret the college-level AI courses on YouTube, and reading so many articles/studies, I still feel I need to learn more to truly teach it to my middle-school students. I'm trying my very best, though, and know that while I have some introduction lesson plans crafted, it will take me a while to feel truly comfortable with this subject. But here's the thing-- admitting that I don't know the answer to a question and working with the student to find a answer is pretty cool. Not only does it make me more human, it empowers my students. At middle school, I can be goofy, make mistakes, and admit that I don't know and kids will respond to that.
I want to work on a solution that meets K12 teachers at their level. I have so many ideas, but have been afraid to put them into action because I don't have the background knowledge. But the application process to the EI program taught me that I still can contribute in some meaningful way.
Anyway- I've veered from the topic. Thanks for sharing, and I look forward to learning from and connecting with everyone in the future.
Best,
Rachel Smith
On Sat, Jul 27, 2019 at 12:14 PM Brenda Flinn <twiceamused@gmail.com> wrote: