- AI Episode 1: Intro to Artificial Intelligence in Teaching
- AI Episode 2: What Does An AI Teaching Assistant Look Like?
- AI Episode 3: Implications for Thought Leaders and Policy Developers
- Introducing Simulations into Teacher Preparation Programs
- Assistive Technology to Support Writing￼
- Enhancing Instruction and Empowering Educators with AI Tools and Technology
- So, AI Ruined Your Term Paper Assignment?
- Step by Step Use of Chat GPT
- CIDDL ChatGPT: Summarizing Text
- CIDDL ChatGPT: Solving Multiple Choice Questions
- Equity, Diversity, and Access to Technology in the Age of Artificial Intelligence
- CIDDL ChatGPT: Writing Programs
- CIDDL ChatGPT: Solving Word Problems
- Artificial Intelligence: Positives and Negatives in the Mathematics Classroom
- AI to Support Literacy
- Using the AI Bill of Rights to Guide Education’s use of AI and the European Commission’s “Ethical Guidelines for Teaching and Learning” to Guide the Future of AI in Education Part 1 of 2
- Using the AI Bill of Rights to Guide Education’s use of AI and the European Commission’s “Ethical Guidelines for Teaching and Learning” to Guide the Future of AI in Education Part 2 of 2
- Three Free & Easy Tools to Support Tiered Reading in Your Classroom
- The Question of Equity in the Age of ChatGPT
- CIDDList: 5 AIs You Need to Check Out This Summer!
- Mixed Reality Simulations, Personalized Learning, AI, and the Future of Education with Dr. Chris Dede
- Foundations for AI and the Future of Teaching and Learning from the US Department of Educational Technology
- Apple Enters the AR/VR/MR/XR Scene
- ChatGPT, AIs, and the IEP?
- There’s An AI for That: A Site Dedicated to Curating AIs
- UDL, Design Learning, and Personalized Learning
- Embracing the Future: How Teachers Can Harness AI at the Beginning of the School Year
- Empowering Special Education Faculty: Navigating the AI Landscape in Higher Education for 2023-2024.
- CIDDList: Back-to-School Checklist for Technology in Teacher Preparation Courses
- Cracking the Code: Students with Disabilities in the Computer Sciences
- UNESCO Discusses Artificial Intelligence
- AI-integrated Apps for Those with Visual Impairments: Camera-Based Identifiers and Readers
- Publishers Respond to Generative AI
- K-12 Generative AI Readiness Checklist
- CIDDL Talks How AI Will Change Special Education at TED
- Re-designing and Aligning an Intro to Special Education Class to the UDL Framework through Technology Integration: Minimizing Threats and Distractions
K-12 Generative AI Readiness Checklist
Generative Artificial Intelligence (Gen AI), such as ChatGPT and Bard, continues to disrupt education as we know it. Leading educational policy and professional organizations are continuing to develop and publish guides to the use of Gen AI in K-12 settings and beyond. Examples of these include UNESCO’s Guidance for Generative AI in Education and Research, the US Department of Educational Technology’s report on AI’s impact on teaching and learning, and the European Commission's “Ethical Guidelines for Teaching and Learning”. The newest resource added to this list is CoSN and the Council of the Great City Schools’ K-12 Generative AI Readiness Checklist.
The readiness checklist aims to help guide k-12 districts in the necessary steps required prior to implementing Gen AI in their schools with regards to safety, privacy, security, and ethics. The lofty checklist of 93 questions is broken into six categories: executive leadership readiness (24 questions), operational readiness (9 questions), data readiness (25 questions), technical readiness (16 questions), security readiness (7 questions), and legal/ risk management (12 questions). The categories are further broken down highlighting the challenge or opportunity associated with the assessment criteria. Other relevant and useful elements of the guide include a glossary of terms related to AI and policies associated with AI.
Why Use It?
By whom should the checklist be used? It is recommended that it be used by district leaders including superintendents, technology and information officers, and cross-functional teams (inclusive of various departments such as teachers, legal, and finance). Why this team? Technology for the sake of technology is not an effective use of technology, nor does it enhance the learning and education of students. Rather, the technology should be implemented with intentionality. In the case of an emerging technology such as Gen AI, there are several elements that must be checked and designed to ensure effective implementation. These include training staff on its use and the legal and ethical implications, ensuring that the infrastructure and security protocols are up to par, and that the adoption is a continual process.