CIDDL Office Hours: Exploring AI Literacy in Education
Authors: Teddy Kim; info@ciddl.org
The latest CIDDL Office Hours brought together educators, researchers, and technology developers to discuss the growing importance of AI Literacy in education. Led by Dr. James Basham, Professor at the University of Kansas and Director of CIDDL, the session explored how educators can integrate AI responsibly into classrooms and prepare students for an AI-driven future.
Setting the Stage: What is AI Literacy?
Dr. Basham began by emphasizing that artificial intelligence is not magic but mathematics. He explained that true AI literacy goes beyond simply knowing how to use AI tools. It involves critically evaluating AI outputs, recognizing ethical issues such as bias, protecting student privacy, and understanding the limitations of AI systems (Long & Magerko, 2020; Ng et al., 2021).
He highlighted the importance of privacy and compliance with federal and local laws, especially those protecting personally identifiable information covered under FERPA. Dr. Basham also stressed that AI should be seen as a partner, not a replacement for educators. Teachers bring expertise in understanding student needs, designing learning environments, and fostering motivation, while AI can assist by providing resources, translations, differentiated materials, and reducing workload.
Dr. Basham outlined a two-level approach to AI literacy. The first level focuses on preparing teachers to integrate AI effectively into their teaching practice. The second level focuses on preparing students for a future workforce shaped by AI, emphasizing modern skills such as adaptability, collaboration, critical thinking, and problem-solving, alongside traditional literacy in reading, writing, and mathematics (Want to learn more? Check out the following blog series: Part 1, Part 2, Part 3).
The Role of AI in Education
Throughout the discussion, Dr. Basham framed AI as a tool that can increase accessibility and creativity in the classroom. For instance, AI can provide draft lesson ideas, organize materials, and help personalize learning. However, humans must remain in the decision-making loop (human-in-the-loop). Teachers should be the ones setting instructional goals and ensuring the accuracy and relevance of content, particularly when working with students with disabilities.
He also introduced the concept of human-AI collaboration, comparing it to teamwork among educators. Just as teachers have diverse strengths that contribute to a team, AI brings specific strengths, such as generating ideas or providing quick scaffolds, but ultimately relies on humans to guide and oversee its use.
Q&A Session
The open discussion provided participants with an opportunity to raise questions about the real-world applications of AI in schools. Below are key questions and answers from the session.
Q1. Can AI provide specialized strategies like those from SLPs or OTs?
One participant asked about the potential for AI to act as an assistant for special education teachers. They envisioned a system that could track behaviors, monitor academic progress, and offer strategies informed by speech-language pathology (SLP) or occupational therapy (OT) expertise, particularly when schools cannot afford additional staff.
A1.
Dr. Basham explained that while direct research on this topic is still limited, there is related work in the area of multi-agent systems. He referenced a project by researcher Dr. Ling Zhang that focuses on creating multiple AI “agents,” each representing different expertise, to simulate an Individualized Education Program (IEP) team meeting. While not specific to SLP or OT roles, this research provides a framework for designing specialized AI tools that incorporate human guidance to mitigate risks such as hallucinations and inaccuracies.
The discussion emphasized that teachers must have ways to verify the accuracy of AI-generated strategies, as trust and safety are critical in these high-stakes contexts.
Q2. How do we ensure AI strategies are accurate and trustworthy?
One participant raised concerns about verifying whether AI-generated strategies truly align with best practices. Without a way to measure proficiency, it becomes difficult to justify AI as a substitute for human specialists.
A2.
Dr. Basham noted that some technical solutions, such as retrieval-augmented generation (RAG), could reduce hallucinations by grounding AI outputs in verified knowledge bases. Dr. Matthew Marino added that, when designed correctly, AIs would not hallucinate because they rely on authenticated structures rather than open-ended predictions.
The group agreed that research is urgently needed to compare AI-generated strategies with those created by certified specialists, establishing benchmarks for safety and effectiveness.
Reflections & Suggestions
One participant suggested categorizing AI-delivered services into low-risk and high-risk categories. For instance, general communication strategies might be suitable for AI implementation, while highly individualized therapeutic interventions should remain under human guidance. Dr. Basham reflected on this point, noting that many districts already follow a similar practice. He explained that certain online services, such as remote speech-language pathology sessions, are becoming increasingly common. However, more complex and sophisticated interventions require careful consideration and are best delivered through face-to-face interaction, while lower-risk supports may be appropriate for AI to handle in the future.
Another participant, representing a state education system, shared that their team is actively developing a comprehensive framework for AI implementation. Their initiatives include hosting statewide summits and hiring an AI specialist to guide districts and schools. Dr. Basham commended these proactive efforts, emphasizing the importance of state-level leadership in creating consistent guidelines and resources. He encouraged collaboration and the sharing of frameworks, especially as more states begin formalizing their strategies for integrating AI into education.
Join the conversation in our community!
CIDDL is committed to providing high-quality resources to support the increasing knowledge, adoption, and use of a range of educational technologies that can be used for educators, related services, or leadership preparation programs. For more resources, including videos and blogs, subscribe to our newsletter and follow us on YouTube, Facebook, and LinkedIn. The most important part of our CIDDL community is YOU. Join our community and share the innovative ways you are using technology, ask a question about technology integration, or participate in our bi-weekly live AI Community Chats. We look forward to seeing you in our community!