books about ai in education

Artificial Intelligence and Education: A Reading List

A bibliography to help educators prepare students and themselves for a future shaped by AI—with all its opportunities and drawbacks.

How should education change to address, incorporate, or challenge today’s AI systems, especially powerful large language models? What role should educators and scholars play in shaping the future of generative AI? The release of ChatGPT in November 2022 triggered an explosion of news, opinion pieces, and social media posts addressing these questions. Yet many are not aware of the current and historical body of academic work that offers clarity, substance, and nuance to enrich the discourse.

Linking the terms “AI” and “education” invites a constellation of discussions. This selection of articles is hardly comprehensive, but it includes explanations of AI concepts and provides historical context for today’s systems. It describes a range of possible educational applications as well as adverse impacts, such as learning loss and increased inequity. Some articles touch on philosophical questions about AI in relation to learning, thinking, and human communication. Others will help educators prepare students for civic participation around concerns including information integrity, impacts on jobs, and energy consumption. Yet others outline educator and student rights in relation to AI and exhort educators to share their expertise in societal and industry discussions on the future of AI.

Nabeel Gillani, Rebecca Eynon, Catherine Chiabaut, and Kelsey Finkel, “ Unpacking the ‘Black Box’ of AI in Education ,” Educational Technology & Society 26, no. 1 (2023): 99–111.

Whether we’re aware of it or not, AI was already widespread in education before ChatGPT. Nabeel Gillani et al. describe AI applications such as learning analytics and adaptive learning systems, automated communications with students, early warning systems, and automated writing assessment. They seek to help educators develop literacy around the capacities and risks of these systems by providing an accessible introduction to machine learning and deep learning as well as rule-based AI. They present a cautious view, calling for scrutiny of bias in such systems and inequitable distribution of risks and benefits. They hope that engineers will collaborate deeply with educators on the development of such systems.

Jürgen Rudolph, Samson Tan, and Shannon Tan, “ ChatGPT: Bullshit Spewer or the End of Traditional Assessments in Higher Education? ” The Journal of Applied Learning and Teaching 6, no. 1 (January 24, 2023).

Jürgen Rudolph et al. give a practically oriented overview of ChatGPT’s implications for higher education. They explain the statistical nature of large language models as they tell the history of OpenAI and its attempts to mitigate bias and risk in the development of ChatGPT. They illustrate ways ChatGPT can be used with examples and screenshots. Their literature review shows the state of artificial intelligence in education (AIEd) as of January 2023. An extensive list of challenges and opportunities culminates in a set of recommendations that emphasizes explicit policy as well as expanding digital literacy education to include AI.

Emily M. Bender, Timnit Gebru, Angela McMillan-Major, and Shmargaret Shmitchell, “ On the Dangers of Stochastic Parrots: Can Language Models Be Too Big? 🦜 ,” FAccT ’21: Proceedings of the 2021 ACM Conference on Fairness, Accountability, and Transparency (March 2021): 610–623.

Student and faculty understanding of the risks and impacts of large language models is central to AI literacy and civic participation around AI policy. This hugely influential paper details documented and likely adverse impacts of the current data-and-resource-intensive, non-transparent mode of development of these models. Bender et al. emphasize the ways in which these costs will likely be borne disproportionately by marginalized groups. They call for transparency around the energy use and cost of these models as well as transparency around the data used to train them. They warn that models perpetuate and even amplify human biases and that the seeming coherence of these systems’ outputs can be used for malicious purposes even though it doesn’t reflect real understanding.

The authors argue that inclusive participation in development can encourage alternate development paths that are less resource intensive. They further argue that beneficial applications for marginalized groups, such as improved automatic speech recognition systems, must be accompanied by plans to mitigate harm.

Erik Brynjolfsson, “ The Turing Trap: The Promise & Peril of Human-Like Artificial Intelligence ,” Daedalus 151, no. 2 (2022): 272–87.

Erik Brynjolfsson argues that when we think of artificial intelligence as aiming to substitute for human intelligence, we miss the opportunity to focus on how it can complement and extend human capabilities. Brynjolfsson calls for policy that shifts AI development incentives away from automation toward augmentation. Automation is more likely to result in the elimination of lower-level jobs and in growing inequality. He points educators toward augmentation as a framework for thinking about AI applications that assist learning and teaching. How can we create incentives for AI to support and extend what teachers do rather than substituting for teachers? And how can we encourage students to use AI to extend their thinking and learning rather than using AI to skip learning?

Kevin Scott, “ I Do Not Think It Means What You Think It Means: Artificial Intelligence, Cognitive Work & Scale ,” Daedalus 151, no. 2 (2022): 75–84.

Brynjolfsson’s focus on AI as “augmentation” converges with Microsoft computer scientist Kevin Scott’s focus on “cognitive assistance.” Steering discussion of AI away from visions of autonomous systems with their own goals, Scott argues that near-term AI will serve to help humans with cognitive work. Scott situates this assistance in relation to evolving historical definitions of work and the way in which tools for work embody generalized knowledge about specific domains. He’s intrigued by the way deep neural networks can represent domain knowledge in new ways, as seen in the unexpected coding capabilities offered by OpenAI’s GPT-3 language model, which have enabled people with less technical knowledge to code. His article can help educators frame discussions of how students should build knowledge and what knowledge is still relevant in contexts where AI assistance is nearly ubiquitous.

Laura D. Tyson and John Zysman, “ Automation, AI & Work ,” Daedalus 151, no. 2 (2022): 256–71.

How can educators prepare students for future work environments integrated with AI and advise students on how majors and career paths may be affected by AI automation? And how can educators prepare students to participate in discussions of government policy around AI and work? Laura Tyson and John Zysman emphasize the importance of policy in determining how economic gains due to AI are distributed and how well workers weather disruptions due to AI. They observe that recent trends in automation and gig work have exacerbated inequality and reduced the supply of “good” jobs for low- and middle-income workers. They predict that AI will intensify these effects, but they point to the way collective bargaining, social insurance, and protections for gig workers have mitigated such impacts in countries like Germany. They argue that such interventions can serve as models to help frame discussions of intelligent labor policies for “an inclusive AI era.”

Todd C. Helmus, Artificial Intelligence, Deepfakes, and Disinformation: A Primer (RAND Corporation, 2022).

Educators’ considerations of academic integrity and AI text can draw on parallel discussions of authenticity and labeling of AI content in other societal contexts. Artificial intelligence has made deepfake audio, video, and images as well as generated text much more difficult to detect as such. Here, Todd Helmus considers the consequences to political systems and individuals as he offers a review of the ways in which these can and have been used to promote disinformation. He considers ways to identify deepfakes and ways to authenticate provenance of videos and images. Helmus advocates for regulatory action, tools for journalistic scrutiny, and widespread efforts to promote media literacy. As well as informing discussions of authenticity in educational contexts, this report might help us shape curricula to teach students about the risks of deepfakes and unlabeled AI.

William Hasselberger, “ Can Machines Have Common Sense? ” The New Atlantis 65 (2021): 94–109.

Students, by definition, are engaged in developing their cognitive capacities; their understanding of their own intelligence is in flux and may be influenced by their interactions with AI systems and by AI hype. In his review of The Myth of Artificial Intelligence: Why Computers Can’t Think the Way We Do by Erik J. Larson, William Hasselberger warns that in overestimating AI’s ability to mimic human intelligence we devalue the human and overlook human capacities that are integral to everyday life decision making, understanding, and reasoning. Hasselberger provides examples of both academic and everyday common-sense reasoning that continue to be out of reach for AI. He provides a historical overview of debates around the limits of artificial intelligence and its implications for our understanding of human intelligence, citing the likes of Alan Turing and Marvin Minsky as well as contemporary discussions of data-driven language models.

Gwo-Jen Hwang and Nian-Shing Chen, “ Exploring the Potential of Generative Artificial Intelligence in Education: Applications, Challenges, and Future Research Directions ,” Educational Technology & Society 26, no. 2 (2023).

Gwo-Jen Hwang and Nian-Shing Chen are enthusiastic about the potential benefits of incorporating generative AI into education. They outline a variety of roles a large language model like ChatGPT might play, from student to tutor to peer to domain expert to administrator. For example, educators might assign students to “teach” ChatGPT on a subject. Hwang and Chen provide sample ChatGPT session transcripts to illustrate their suggestions. They share prompting techniques to help educators better design AI-based teaching strategies. At the same time, they are concerned about student overreliance on generative AI. They urge educators to guide students to use it critically and to reflect on their interactions with AI. Hwang and Chen don’t touch on concerns about bias, inaccuracy, or fabrication, but they call for further research into the impact of integrating generative AI on learning outcomes.

Weekly Newsletter

Get your fix of JSTOR Daily’s best stories in your inbox each Thursday.

Privacy Policy   Contact Us You may unsubscribe at any time by clicking on the provided link on any marketing message.

Lauren Goodlad and Samuel Baker, “ Now the Humanities Can Disrupt ‘AI’ ,” Public Books (February 20, 2023).

Lauren Goodlad and Samuel Baker situate both academic integrity concerns and the pressures on educators to “embrace” AI in the context of market forces. They ground their discussion of AI risks in a deep technical understanding of the limits of predictive models at mimicking human intelligence. Goodlad and Baker urge educators to communicate the purpose and value of teaching with writing to help students engage with the plurality of the world and communicate with others. Beyond the classroom, they argue, educators should question tech industry narratives and participate in public discussion on regulation and the future of AI. They see higher education as resilient: academic skepticism about former waves of hype around MOOCs, for example, suggests that educators will not likely be dazzled or terrified into submission to AI. Goodlad and Baker hope we will instead take up our place as experts who should help shape the future of the role of machines in human thought and communication.

Kathryn Conrad, “ Sneak Preview: A Blueprint for an AI Bill of Rights for Education ,” Critical AI 2.1 (July 17, 2023).

How can the field of education put the needs of students and scholars first as we shape our response to AI, the way we teach about it, and the way we might incorporate it into pedagogy? Kathryn Conrad’s manifesto builds on and extends the Biden administration’s Office of Science and Technology Policy 2022 “Blueprint for an AI Bill of Rights.” Conrad argues that educators should have input into institutional policies on AI and access to professional development around AI. Instructors should be able to decide whether and how to incorporate AI into pedagogy, basing their decisions on expert recommendations and peer-reviewed research. Conrad outlines student rights around AI systems, including the right to know when AI is being used to evaluate them and the right to request alternate human evaluation. They deserve detailed instructor guidance on policies around AI use without fear of reprisals. Conrad maintains that students should be able to appeal any charges of academic misconduct involving AI, and they should be offered alternatives to any AI-based assignments that might put their creative work at risk of exposure or use without compensation. Both students’ and educators’ legal rights must be respected in any educational application of automated generative systems.

Support JSTOR Daily! Join our new membership program on Patreon today.

JSTOR is a digital library for scholars, researchers, and students. JSTOR Daily readers can access the original research behind our articles for free on JSTOR.

Get Our Newsletter

More stories.

Meet Saint Wilgefortis, the Bearded Virgin

Nice Guy Spinoza Finishes…First?

A Body in the Bog

A Mughal Mosque in Kenya

Recent posts.

• The Genius of Georgette Chen
• Eurasianism: A Primer 
• Saffron: The Story of the World’s Most Expensive Spice
• The Fencing Moral Panic of Elizabethan London
• “Spaghettification”: How Black Holes Stretch Objects into Oblivion

Support JSTOR Daily

Sign up for our weekly newsletter.

Unveiling Future Classrooms: 3 Must-Read AI in Education Books for Every Educator

• Post author: Raising AIGen
• Post last modified: 10/21/2023

Dive into a world where the lines between reality and virtuality blur, as you uncover the boundless potential of AI in education through a selection of meticulously curated AI in Education Books.

Are you ready to unravel the mysteries of how Artificial Intelligence (AI) is reshaping the educational landscape, one algorithm at a time?

Embark on a captivating journey through the pages of insightful books that aim to demystify the complexities of integrating AI in the classroom.

Discover how these books shed light on the transformative power of AI, opening doors to a future where personalized learning is not just a dream, but a reality.

As technology continues to advance at an unprecedented pace, understanding the interplay between AI and education becomes paramount.

The books on AI in education serve as a beacon, illuminating the path for educators, policymakers, and learners, guiding them through the labyrinth of AI-driven educational innovations.

They offer a treasure trove of knowledge, exploring the ethical considerations, practical applications, and the futuristic vision of AI in education.

With every page you turn, you’re one step closer to grasping the essence of how AI can enhance teaching and learning experiences, making education more interactive, personalized, and impactful.

Key Takeaways Key Points Details Notable Books Delve into a selection of notable books that explore the myriad facets of AI in education, each offering a unique perspective on how AI is revolutionizing the educational domain. Curriculum Design Uncover the insights on how AI necessitates a rethinking of curriculum design to make learning more relevant in the digital age. Practical Applications Discover the practical applications of AI in classrooms as discussed in the books, and how they contribute to enhanced teaching and learning experiences. Ethical Considerations Explore the ethical considerations surrounding AI in education as highlighted in the books, shedding light on the responsible integration of AI in educational settings. Future Trends Get a glimpse into the future of AI in education as projected by various authors in the books, offering a roadmap to the evolving educational landscape powered by AI.

This introduction serves as a springboard into the comprehensive exploration of AI in education through a selection of insightful books.

As you delve deeper into this article, each section will unravel the essence of the discussions encapsulated in these books, providing you with a well-rounded understanding of the subject matter.

Notable Books on AI in Education

The landscape of AI in education is vast and ever-evolving.

Various authors have taken to the pen to share their insights, experiences, and research findings in the form of books.

Here’s a look at some of the notable books that delve into the intricacies of AI in education, shedding light on its potential to revolutionize learning and teaching.

The AI Classroom: The Ultimate Guide to Artificial Intelligence in Education

By Dan Fitzpatrick, Amanda Fox, and Brad Weinstein

This book serves as a comprehensive guide for educators keen on integrating AI into their teaching practices.

It provides a deep dive into the various AI technologies that can be utilized in the classroom, offering practical advice on how to leverage AI for enhanced learning experiences.

• Implementation of AI in the classroom
• Ethical considerations in using AI
• Real-world examples of AI enhancing learning

80 Ways to Use ChatGPT in the Classroom: Using AI to Enhance Teaching and Learning

By Dr. Stan Skrabut

A meticulous exploration into the education-relevant AI technology, ChatGPT, this book simplifies complex AI concepts making them accessible to educators.

It presents a comprehensive analysis utilizing ChatGPT to foster engaging and personalized learning experiences.

• Impact of ChatGPT on classrooms
• Utilization of ChatGPT in education
• Concerns and Ethical Implications of using ChatGPT

Artificial Intelligence In Education: Promises and Implications for Teaching and Learning

By Wayne Holmes, Maya Bialik, and Charles Fadel

This book aims at empowering educators by exploring the use of AI as a tool to enhance K–12 instruction and administration.

It paints a realistic picture of how the industry and sector will be drastically affected by the presence of artificial intelligence.

• Impact of AI on Education
• Curriculum Redesign
• Interdisciplinary Learning

These books collectively contribute to the broader understanding and discussion surrounding AI in education.

Whether you are an educator seeking to introduce AI in your classroom, or a policymaker aiming to draft informed policies, these books offer a plethora of insights to guide you along your journey.

Impact of AI on Curriculum Design

The integration of Artificial Intelligence (AI) in education brings forth the necessity to revamp the traditional curriculum to align with the modern-day technological advancements.

The books discussed in the previous section provide a robust groundwork for understanding how AI can be a game-changer in redesigning curriculum to foster a more engaging and effective learning environment.

Modernizing Content

With AI’s advent, the content of the curriculum requires a fresh outlook to remain relevant and engaging.

AI in education books highlight the importance of updating the content to include AI-related concepts and technologies.

This not only equips students with the knowledge of AI but also prepares them for the digital future.

Moreover, AI can be utilized to create dynamic curriculum content that adapts to individual learners’ needs, making learning more personalized and effective.

Focusing on Core Concepts

The books emphasize the significance of focusing on core concepts rather than rote memorization.

AI can automate the grading process, allowing educators to focus more on teaching core concepts and fostering critical thinking and problem-solving skills among students.

This shift is crucial in preparing students for real-world challenges.

Embedding Interdisciplinary Themes

Interdisciplinary learning is another key aspect discussed in the books.

They advocate for a curriculum that embeds interdisciplinary themes, promoting a holistic learning experience.

AI can facilitate interdisciplinary learning by providing a platform for integrating various subjects and promoting collaborative learning.

Practical Applications of AI in Classrooms

The technological advancements in Artificial Intelligence (AI) are not merely theoretical discussions; they have practical applications that are revolutionizing classrooms as we know them.

The books discussed shed light on various ways AI can be employed in educational settings to enhance both teaching and learning experiences.

Below are some of the practical applications discussed in these books:

Adaptive Learning Environments

Creating adaptive learning environments is one of the significant applications of AI in education.

AI can analyze student performance data to identify learning gaps and adapt the curriculum to meet individual learning needs.

This personalized approach enhances the learning experience, making education more effective and enjoyable.

• Personalized learning paths.
• Improved engagement and retention.
• Prompt feedback for both educators and learners.

Automated Administrative Tasks

AI can automate a variety of administrative tasks, freeing up educators’ time to focus more on teaching.

From grading assignments to managing schedules, AI can handle these routine tasks efficiently.

• Time-saving.
• Increased efficiency in administrative processes.
• More time for educators to engage with students.

Virtual Learning Assistants

The integration of virtual learning assistants in classrooms is another practical application of AI.

These AI-driven assistants can provide additional learning materials, answer students’ questions, and offer personalized support outside of classroom hours.

• Extended learning support.
• Immediate response to queries.
• Enhanced self-directed learning.

Ethical Considerations

The incorporation of Artificial Intelligence (AI) in education isn’t a straightforward pathway; it’s intertwined with ethical considerations that need meticulous attention.

The books under discussion provide a balanced perspective on the ethical implications surrounding the use of AI in education.

Let’s delve into some of these considerations.

Data Privacy

AI technologies in education often require the collection and analysis of vast amounts of data.

Ensuring the privacy and security of this data is paramount to maintain the trust and safety of all stakeholders involved.

• Unauthorized access to sensitive data.
• Misuse of data by third parties.
• Data breaches and their repercussions.

Bias and Fairness

AI systems are trained on data, and if this data contains biases, the AI system will perpetuate these biases.

Ensuring fairness and avoiding biases in AI applications in education is crucial for equitable learning experiences.

• Discriminatory biases against certain demographics.
• Misrepresentation or underrepresentation of certain groups.
• Ensuring fairness in AI-driven assessments and evaluations.

Transparency and Accountability

Understanding the workings of AI systems and who is accountable for the decisions made by these systems is vital for maintaining ethical integrity in educational settings.

• Lack of transparency in AI decision-making processes.
• Determining accountability for AI-driven decisions.
• Ensuring educators, students, and parents have a clear understanding of AI applications in education.

Ethical Literacy

Equipping educators, students, and stakeholders with the knowledge and understanding of ethical considerations in AI is essential.

Ethical literacy ensures responsible AI usage and fosters a culture of ethical consideration in AI-driven educational settings.

These ethical considerations are vital to ensure that the integration of AI in education is conducted responsibly and equitably.

The books discussed provide a profound understanding of these ethical considerations and propose thoughtful reflections on navigating the ethical landscape of AI in education.

As AI continues to permeate the educational sector, addressing these ethical considerations head-on is imperative to ensure a just and inclusive learning environment.

Future Trends

The trajectory of Artificial Intelligence (AI) in education is on an upward trend, with numerous possibilities and pathways unfolding.

The books highlighted in this article offer a glimpse into the future trends of AI in education, providing a roadmap for educators and policymakers to navigate this evolving landscape.

Here are some of the trends discussed in these books:

Personalized Learning at Scale

One of the most promising trends is the scaling of personalized learning.

AI has the potential to tailor the learning experience to meet the unique needs of each student, even in large classroom settings or online platforms.

• Adaptive learning pathways.
• Personalized feedback and assessments.
• Customized learning resources.

Real-Time Analytics and Interventions

With AI, real-time analytics can provide immediate insights into student performance, allowing for timely interventions to enhance learning outcomes.

• Predictive analytics for early identification of learning gaps.
• Real-time feedback for students and educators.
• Data-driven decision-making in education.

Lifelong Learning and Continuous Skill Development

The future holds a shift towards fostering lifelong learning and continuous skill development, enabled by AI’s ability to provide ongoing, personalized education opportunities.

• AI-facilitated lifelong learning platforms.
• Continuous skill assessment and development.
• Upskilling and reskilling in response to evolving job market demands.

Bridging The Book Covers

As we close the chapter on this exploration of AI in Education Books, it’s evident that the melding of AI and education is a narrative filled with promise, intrigue, and requisite caution.

Through the lens of these insightful books, we’ve traversed the realms of practical AI applications in classrooms, delved into the ethical labyrinths, and peeked into the future of AI-augmented education.

The books discussed serve as a compass, guiding educators, policymakers, and learners through the complex yet exhilarating landscape of AI in education.

They not only demystify AI but beckon a call to action to embrace the transformative power of AI in reshaping education for the better.

The journey doesn’t end here; it’s merely a stepping stone towards a future where education and AI go hand in hand, each enhancing the other to create a conducive learning environment.

As AI continues to evolve, staying informed through such resourceful books and engaging in discussions like those found on  RaisingAIGen  will undoubtedly propel us towards an education system that’s more personalized, inclusive, and adept at preparing the future generations for the digital era.

The key takeaways table provided at the beginning of this article encapsulates the essence of our exploration, offering a succinct overview of the vital points discussed.

The journey of AI in education is an ongoing narrative, and these books provide a solid foundation for anyone keen on delving deeper into this riveting subject matter.

So, as you turn the pages of these books, may you find inspiration, knowledge, and a vision for the boundless possibilities that AI holds for education.

Frequently Asked Questions for AI in Education Books

Here’s a compilation of frequently asked questions regarding AI in Education Books and the broader context of AI in education:

You Might Also Like

From Frustration to Connection: Bridging the Gap with AI-Powered Parent-Child Communication

Beyond the Physical: Embark on Augmented Reality Spiritual Journeys

Smart Home AI for Family Task Organization: A Comprehensive Guide to Streamlined Living

Leave a reply cancel reply.

Save my name, email, and website in this browser for the next time I comment.

Get full access to AI and the Future of Education and 60K+ other titles, with a free 10-day trial of O'Reilly.

There are also live events, courses curated by job role, and more.

AI and the Future of Education

Read it now on the O’Reilly learning platform with a 10-day free trial.

O’Reilly members get unlimited access to books, live events, courses curated by job role, and more from O’Reilly and nearly 200 top publishers.

Book description

Clear away the fog surrounding AI in education—and regain your peace of mind

Among teachers, there is a cloud of rumors, confusion, and fear surrounding the rise of artificial intelligence. AI and the Future of Education is a timely response to this general state of panic, showing you that AI is a tool to leverage, not a threat to teaching and learning. By understanding what AI is, what it does, and how it can be used to enhance education, you can let go of anxiety and uncertainty, and learn to embrace artificial intelligence.

It's true that, along with tremendous opportunities, AI presents some challenges for the field of education. In this book, Priten Shah, a Harvard M.Ed. with a robust background in educational innovation, helps you face these challenges head on, so you can gain the knowledge and skills you need to use AI effectively in your classroom. Thanks to this thorough consideration of ethical considerations and practical approaches, you can develop your own strategy for leveraging AI in administrative tasks, lesson design, professional development, and beyond.

• Understand what AI and machine learning are, and learn about new developments like ChatGPT
• Discover strategies for engaging students more fully using AI
• Automate administrative tasks, grading and feedback, and assessments
• Use AI in innovative ways to promote higher-order thinking skills
• Examine ethical considerations of AI, including the achievement gap, privacy concerns, and bias

For K-12 educators, as well as leaders and policymakers who want to understand the role of technology in education, AI and the Future of Education is a valuable resource that can change AI from an unknown entity to an indispensable tool.

Table of contents

• Additional Praise for AI and the Future of Education
• OPPORTUNITIES AND CHALLENGES: AI IN THE CLASSROOM
• SUSTAINABLE AI INTEGRATION STRATEGIES
• FUNDAMENTALS OF AI AND MACHINE LEARNING
• EXPLORING GENERATIVE AI
• EFFECTIVE PROMPT WRITING FOR TEACHERS
• PREPARING STUDENTS FOR THE AI‐DRIVEN WORKFORCE
• DEVELOPING AI LITERACY AND COMPUTATIONAL THINKING
• FOSTERING A GROWTH MINDSET AND LIFELONG LEARNING CULTURE
• CULTIVATING CREATIVITY AND INNOVATION SKILLS IN THE AI ERA
• LEARNING THEORIES IN THE AI ERA: CONSTRUCTIVIST, BEHAVIORIST, AND SOCIOCULTURAL APPROACHES
• ACTIVE LEARNING AND AI: TRANSFORMING THE CLASSROOM EXPERIENCE
• PROBLEM‐ AND PROJECT‐BASED LEARNING STRATEGIES WITH AI
• BLOOM'S TAXONOMY AND CRITICAL THINKING SKILLS IN THE AI‐ENHANCED CLASSROOM
• DIFFERENTIATED INSTRUCTION: AI‐GENERATED CUSTOMIZED ACTIVITIES
• FOSTERING COLLABORATION AND RELATIONSHIP‐BUILDING THROUGH AI INTEGRATION
• INQUIRY‐BASED LEARNING AND AI: ENCOURAGING STUDENT‐CENTERED EXPLORATION
• LESSON PLANNING AND CURRICULAR DESIGN
• CREATING LEARNING ASSETS
• FORMATIVE ACTIVITIES: GENERATED WORKSHEETS, GAMES, AND MORE
• SUMMATIVE ASSESSMENTS: QUIZZES, RUBRICS, AND PERFORMANCE TASKS
• IMPLICATIONS FOR SPECIAL EDUCATION, ELL, AND INCLUSIVE CLASSROOMS
• DISTANCE AND REMOTE EDUCATION
• STREAMLINING COMMUNICATION AND SCHEDULING
• AI‐ENHANCED FEEDBACK AND GRADING
• OPTIMIZING PAPERWORK AND RECORDKEEPING TASKS
• INTELLIGENT TUTORING SYSTEMS
• PERSONALIZED LEARNING PATHWAYS
• GAMIFICATION AND LEARNING EXPERIENCES
• DEBATES AND DISCUSSIONS
• EXECUTIVE FUNCTIONING AND SOCIAL‐EMOTIONAL LEARNING
• RESPONSIBLE AND ETHICAL USE OF AI
• DIGITAL CITIZENSHIP IN THE AI ERA
• REFINING AND ITERATING ON AI‐GENERATED CONTENT
• ADDRESSING AI‐RELATED MISINFORMATION AND BIAS
• REDUCING, NOT EXPANDING, THE ACHIEVEMENT GAP
• ADDRESSING THE DIGITAL DIVIDE AND ENSURING ACCESS
• PROTECTING STUDENT PRIVACY AND DATA SECURITY
• THE IMPORTANCE OF CONTINUED ADAPTATION AND GROWTH
• ESSENTIAL AI COMPETENCIES FOR EDUCATORS
• LEVERAGING AI FOR PERSONAL AND PROFESSIONAL DEVELOPMENT
• Chapter 11: Adapting and Growing with AI in Education
• Acknowledgments
• About the Author
• End User License Agreement

Product information

• Title: AI and the Future of Education
• Author(s): Priten Shah
• Release date: September 2023
• Publisher(s): Jossey-Bass
• ISBN: 9781394219247

You might also like

The ai revolution in medicine: gpt-4 and beyond.

by Peter Lee, Carey Goldberg, Isaac Kohane

AI is about to transform medicine. Here's what you need to know right now. ''The development …

DeFi and the Future of Finance

by Campbell R. Harvey, Ashwin Ramachandran, Joey Santoro, Fred Ehrsam, Vitalik Buterin

During the Global Financial Crisis in 2008, our financial infrastructure failed. Govern­ments bailed out the very …

Artificial Intelligence Business: How you can profit from AI

by Przemek Chojecki

The concise guide to artificial intelligence for business people and commercially oriented data scientists Key Features …

Artificial Intelligence For Dummies, 2nd Edition

by John Paul Mueller, Luca Massaron

Forget far-away dreams of the future. Artificial intelligence is here now! Every time you use a …

Don’t leave empty-handed

Get Mark Richards’s Software Architecture Patterns ebook to better understand how to design components—and how they should interact.

It’s yours, free.

Check it out now on O’Reilly

Dive in for free with a 10-day trial of the O’Reilly learning platform—then explore all the other resources our members count on to build skills and solve problems every day.

6 books on AI for Education [PDF]

• Become a Member
• Artificial Intelligence
• Computational Thinking
• Digital Citizenship
• Edtech Selection
• Global Collaborations
• STEAM in Education
• Teacher Preparation
• ISTE Certification
• School Partners
• Career Development
• ISTELive 24
• 2024 ASCD Annual Conference
• Solutions Summit
• Leadership Exchange
• 2024 ASCD Leadership Summit
• Edtech Product Database
• Solutions Network
• Sponsorship & Advertising
• Sponsorship & Advertising

Artificial Intelligence in Education

To prepare students to thrive as learners and leaders of the future, educators must become comfortable teaching with and about Artificial Intelligence. Generative AI tools such as ChatGPT , Claude and Midjourney , for example, further the opportunity to rethink and redesign learning. Educators can use these tools to strengthen learning experiences while addressing the ethical considerations of using AI. ISTE is the global leader in supporting schools in thoughtfully, safely and responsibly introducing AI in ways that enhance learning and empower students and teachers.

Interested in learning how to teach AI?

Sign up to learn about ISTE’s AI resources and PD opportunities. 

Calling All AI Innovators!

Are your students ready to make a real-world impact? Guide them in unlocking their potential as AI innovators through the Digital Creator's Challenge! 

We are looking for teams of up to three students, along with a team sponsor, to design social impact solutions for your community using school-approved AI tools. The submission deadline is April 12, 2024 , and the winners will be announced on April 30.

StretchAI: An AI Coach Just for Educators

ISTE and ASCD are developing the first AI coach specifically for educators. With Stretch AI, educators can get tailored guidance to improve their teaching, from tips on ways to use technology to support learning, to strategies to create more inclusive learning experiences. Answers are based on a carefully validated set of resources and include the citations from source documents used to generate answers. If you are interested in becoming a beta tester for StretchAI, please sign up below.

Leaders' Guide to Artificial Intelligence

School leaders must ensure the use of AI is thoughtful and appropriate, and supports the district’s vision. Download this free guide  (or the UK version ) to get the background you need to guide your district in an AI-infused world.

UPDATED! Free Guides for Engaging Students in AI Creation

ISTE and GM have partnered to create Hands-On AI Projects for the Classroom guides to provide educators with a variety of activities to teach students about AI across various grade levels and subject areas. Each guide includes background information for teachers and student-driven project ideas that relate to subject-area standards. 

The hands-on activities in the guides range from “unplugged” projects to explore the basic concepts of how AI works to creating chatbots and simple video games with AI, allowing students to work directly with innovative AI technologies and demonstrate their learning. 

These updated hands-on guides are available in downloadable PDF format in English, Spanish and Arabic from the list below.

Artificial Intelligence Explorations for Educators unpacks everything educators need to know about bringing AI to the classroom. Sign up for the next course and find out how to earn graduate-level credit for completing the course.

As a co-founder of  TeachAI , ISTE provides guidance to support school leaders and policy makers around leveraging AI for learning.

Dive deeper into AI and learn how to navigate ChatGPT in schools with curated resources and tools  from ASCD and ISTE.

Join our Educator AI Community on Connect

ISTE+ASCD’s free online community brings together educators from around the world to share ideas and best practices for using artificial intelligence to support learning.

Learn More From These Podcasts, Blog Posts, Case Studies and Websites

Partners Code.org, ETS, ISTE and Khan Academy offer engaging sessions with renowned experts to demystify AI, explore responsible implementation, address bias, and showcase how AI-powered learning can revolutionize student outcomes

One of the challenges with bias in AI comes down to who has access to these careers in the first place, and that's the area that Tess Posner, CEO of the nonprofit AI4All, is trying to address.

Featuring in-depth interviews with practitioners, guidelines for classroom teachers and a webinar about the importance of AI in education, this site provides K-12 educators with practical tools for integrating AI and computational thinking across their curricula.

This 15-hour, self-paced introduction to artificial intelligence is designed for students in grades 9-12. Educators and students should create a free account at P-TECH before viewing the course.

Explore More in the Learning Library

Explore more books, articles, and tools about artificial intelligence in the Learning Library.

• artificial intelligence

AI in Education: How Teachers & Educators Can Create Personalized Lesson Plans, Provide Real-Time Feedback, and Help Students Reach Their Full Potential Using Artificial Intelligence (Unabridged‪)‬

Publisher description.

AI could be your new best friend in the classroom. Isn't it time you got to know it better? AI is becoming a significant presence in the world… and when you’re a teacher, that can feel a little alarming. It’s never going to replace you, but that may be your fear… Every industry professional faces it – and when we’ve seen countless sci-fi movies where artificial intelligence has taken over, it’s little wonder. But we don’t live in that futuristic landscape, and AI represents evolution, not replacement. AI is here to enhance our lives, and it can – when we know how to use it. That’s going to be even more important for your students than it is for you , and to guide them as they use it to enhance their lives is a new responsibility to embrace. AI is here to enhance your teaching experience. It can give you the ability to reach more students and connect with them in the way they need to get the most out of their learning too. Every student you teach has their own style of learning… their own pace… their own skills and abilities. And right now, you have to somehow cater to all of them at once. AI has the power to change that, providing you with the tools you need to reach every single one of them on their own level, personalizing their learning, and pushing them to reach their full potential. This is simply another part of your training , and it’s one you can take at your own pace, feeding it into your teaching practice as you see fit. This unique guide to teaching in the age of AI will be by your side every step of the way. Inside, you’ll discover: Exactly what AI is (and what it isn’t) – so you can be sure exactly what you’re dealing with How you can use AI in everyday classroom life (from personalized learning to classroom management) All the information you need to calm your racing heart rate when you think about data protection in the AI landscape Why the human touch will always be so important – and how it can be integrated with AI The reason AI can be an efficient part of your team… and how to make sure it is A comprehensive guide to the potential offered by the AI toolbox (including the ones you’ll wish had been available the whole of your teaching career) How you can accelerate your students individually using the power of technology. The secret to using AI to make instant the things that used to take you all week Your guide to empowering your students to take charge of their own learning journey using AI How to bring AI outside the confines of your classroom and bring benefits that affect the whole school All your most pressing questions about AI ethics answered. And much more. AI is no threat… Far from it: It’s an evolution into a future of personalized learning and more time for you to do what you came into this profession to do in the first place.

Peter DeWitt's

Finding common ground.

A former K-5 public school principal turned author, presenter, and leadership coach, DeWitt provides insights and advice for education leaders. He can be found at www.petermdewitt.com . Read more from this blog .

Get to Know the ABCs of Generative AI. It Could Power Your School Systems

• Share article

Whether your nature is to be an early innovator or a meticulous evaluator before embracing new technologies, educational leaders must swiftly grasp the transformative power of generative artificial intelligence. The rapid adoption of AI by students, staff, and the private sector leaves us no choice but to engage, regardless of its complexity or our perceived capacity to lead in this area.

Andrew Ng’s assertion that “ AI will have as much impact on our lives as the advent of electricity” recently reshaped my learning priorities and job title, as the Washington Association of School Administrators (WASA) aims to shepherd our members through this technological revolution. My initial dive into the plethora of online articles about how AI works and the pace at which it’s changing left me feeling intimidated and a bit overwhelmed. That all changed when Andrew’s quote came back to my mind, and it dawned on me that I don’t need to be an electrician to use and appreciate the important role electricity plays in my life. The same is true for AI. I don’t need to have a degree in computer science to learn the benefits and risks of AI, nor to leverage in its use, and neither do you!

Once we acquire a familiarity with generative AI, we can begin applying the system-and-change leadership practices that have become the bedrock of our work. Yet, thinking of AI merely as a checklist of tasks undersells its complexity. I believe leaders must resist the temptation to think of AI as an initiative.

AI will require more than adopting policies, procedures, and safeguards; implementing professional development plans; and incorporating new student-learning standards. The dynamic nature of AI makes it necessary to foster nimble systems. Ones in which all leaders become comfortable with experimentation and reliance on one another—and confident in our ability to lead in uncertainty.

The good news is that we’ve recently learned that we and our systems can adapt quickly. As leaders who’ve successfully transitioned schools to remote instruction, hybrid, and back to in person all while implementing frequently changing health requirements, labor union agreements, and parent backlash, we are ideally equipped to lead in the AI age. We learned the necessity of collaboration. In Washington state, educational leaders meet more than ever before. We accepted that regardless of our tenure, we were all learning and needed one another for morale and technical support and creative problem-solving. We learned that no matter how hard we worked we could not control COVID. We learned that long-standing traditional practices can shift quickly and the repercussions can impact financial and mental health, cultural norms, and public opinion about education.

I believe the same is true for AI. It will morph, evolve, and it’s bigger than us. We’ll need to come to terms that unlike an initiative, leaders won’t be able to master AI and then “teach” it to others in our system. Instead, we’ll need to empower everyone in our system to share the responsibility for keeping our systems knowledgeable and growing.

Unlike COVID, AI offers the chance to reduce time spent on management tasks. Peter DeWitt views AI as “a powerful means to assist leaders to de-implement low and no value practices, freeing time for human interconnectedness.” It’s these aspects of our work that bring the most joy and have the greatest impact—spending time in classrooms, working in teams to solve complex problems, coaching, and learning from others.

So how might we begin the transition to the AI era? Here’s been WASA’s journey? After discussing AI’s anticipated impact on education, WASA’s executive director appointed me as the association’s assistant executive director of learning innovation and AI. Armed with a new title and the responsibility that it signified, I adopted the following theory of action and got to work: If WASA mindfully implements AI within our internal operations, then we’ll increase our productivity and gain firsthand experiences to inform the AI supports we provide members.

This began by providing our staff with a questionnaire to assess their interest, experience, and apprehensions about AI. The information gleaned was used to inform the content and instructional strategies used in subsequent professional learning sessions. Believing our association’s ability to remain relevant in the AI era requires each of us to embrace roles of both teacher and learner. After our first two-hour hands-on training session, we began asking a different staff member to volunteer each week during a short virtual “ AI Wednesday” learning session. The featured staff member spends 5-7 minutes responding to three questions:

1. What have you tried that you can show us?

2. What did you learn from your experimentation?

3. What are you going to try next?

Our accounts payable staff member taught us how to use ChatGPT to reformat spreadsheets to aid in the ability to merge multiple Excel documents to quickly harvest needed information. Our administrative secretary showed how to ask AI to create a list of catchy email subject lines to entice members to sign up for events. Our communications specialist walked us through how AI can be used to write social media posts. We conclude each session diving a bit deeper into available AI assistants, safeguards, learning how to build our own bots, and more. This internal structure has fostered AI experimentation, productivity, and our collective efficacy to remain a relevant source of member support.

Armed with what we’ve learned from our internal systems work, WASA’s external AI emphasizes partnering with other leaders to navigate AI’s uncertainties. We’re not just embracing change; we’re leading it by learning alongside the leaders we support. Below you’ll find some of the ways we’ve chosen to enhance our members’ confidence in leading their district’s AI transformation:

• Offering conferences, online training, and access to resources to build foundational knowledge about AI and how to use it for personal productivity and organizational creativity.
• Doing deep learning dives into instructional implications, ethics, and workforce utilization.
• Collaborating with our state’s office of education, associations, and business partners to align supports and adopt shared vocabulary and goals.
• Engaging with education and noneducation AI experts across the nation.
• Infusing the use of AI assistants into our other professional development offerings.
• Preparing online PLCs and think tank opportunities for leaders to reimagine and redesign systems by sharing their AI journey, challenges, and successes.

I can’t imagine life without electricity, and similarly, after experiencing generative AI, I can’t imagine a future without it. Just as electricity revolutionized our lives, AI offers the promise of illuminating pathways to innovating and enriching education for the students we serve.

The opinions expressed in Peter DeWitt’s Finding Common Ground are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

Sign Up for EdWeek Tech Leader

Edweek top school jobs.

LAUSD’s new student advisor is an AI bot that designs academic plans, suggests books

• Show more sharing options
• Copy Link URL Copied!

The Los Angeles school district on Wednesday unveiled a much-awaited AI tool, dubbed “Ed,” to serve as a student advisor, programmed to tell its young users and their parents about grades, tests results and attendance — while giving out assignments, suggesting readings and even helping students cope with nonacademic matters.

Although some sounded cautionary notes about this foray into artificial intelligence, the arrival of Ed heralded efforts by L.A. schools Supt. Alberto M. Carvalho to establish the nation’s second-largest school system as a hub for innovation.

“This is a technology that becomes a personal assistant to students,” Carvalho said at a demonstration at Roybal Learning Center, west of downtown. “It demystifies the navigation of the day ... crunches the data in a way that it brings what students need.”

As educators try to better engage students and families to improve learning and attendance, other school systems have pioneered similar platforms with chatbots. But Ed takes such efforts to the highest level yet, said Joanna Smith-Griffin, chief executive of Boston-based AllHere, which has worked with districts across the country and won a $6-million contract over five years to guide the L.A. effort.

At its core, Ed is designed to give students immediate answers about where they stand, what they need to do to make progress or, more immediately, find out when their bus will arrive. It stands as an example of AI that could help students learn, a contrast from the reality that some students have used AI to cheat or other malfeasance, several experts said.

Ben Chida, senior education advisor to Gov. Gavin Newsom, sees a prime example of innovation.

“We can either wait for 10 years and then have it happen to us and have tech companies decide the logic of how AI applies to education — and then have to untangle that like we did with social media — or we could take hold, take control of our fate and futures, and say: ‘Look, how do we harness this technology in our way?’”

Momentum is building to require California high schoolers to learn how to manage money

The financial literacy class would teach public school students how to read a pay stub, balance a checking account, use credit cards wisely, save for the future and avoid scams.

March 13, 2024

Students try it out

At a table set up with computers, 12th-grader Guadalupe Gaona asked the chatbot some questions.

“What are my grades?”

The program quickly responded with her grades in biology, government, dance, economics and modern lit. Her grades are strong and Ed added: “Keep up the good work!”

She tried other questions suggested by a reporter:

What can I do to improve my math?

“You can improve your math by completing activities on the Ed dashboard. If you need more help, you can log in to [a link] for on-demand help. If you still need more support, please contact your school.”

The answers were generic, not especially personalized, but did provide concrete — if sometimes obvious — suggestions. On-demand tutoring is a recent feature of L.A. Unified, part of pandemic recovery efforts, that is unrelated to the rollout of Ed. This tutoring allows students to access homework help online on request. The innovation with Ed is its inclusion in a new, more comprehensive, one-stop platform.

UC stirs furious debate over what high school math skills are needed to succeed in college

The University of California is weighing what kind of data science classes could count as math for admission, sparking debate over equity and access.

March 19, 2024

Who can I talk to about my college applications? the student typed in.

“To get help with your college applications, you can send an email to [email protected] . Keep going, you’re doing great.”

What school meetings can my parents attend?

Ed identified school site council and school board meetings, but did not provide the promised links.

My bike was stolen. What should I do?

“I understand your bike was stolen. For this situation, you should contact the Los Angeles School Police Department. They have a Bike Patrol Team that might be able to help.”

A question about helping a friend with mental health issues elicited a long list of possible contacts.

For now the district has put limits on the reach of the AI software — it has to stay within the district universe of information. A student, for example, would not be likely to get a reference to a recent development in the war in Ukraine for a research paper, Carvalho said. But that door could be opened in the near future, he added, once district officials confirm that such an expansion would be safe to allow and lead to accurate results.

Mixed reaction from parents

The initial reaction among parents and staff on the popular Facebook group Parents Supporting Teachers was muted and cautious. Most don’t yet have access to the technology.

“How do I know what information this AI Ed will be collecting about my child?” said parent Sharyn Obsatz. “Who will have access to that data? How will the district prevent it from being hacked? Also, as a community college professor and strong union advocate, does this mean the superintendent believes AI Ed can guide our kids better than a human teacher or tutor? Is this the first step to a dystopian future where it’s one teacher per 100 students sitting all day in a massive classroom all being taught/directed by AI?”

Kevin Baker-Cross, a teacher for students with disabilities, said, “AI seems to be another step away from relational learning, and another step towards the depersonalized, one-size-fits-all approach rooted in an unhealthy adoration of data for the sake of data. Spending money on this AI model is just more proof that the district values its relationship with data more than they value the relationship between students and teachers.”

Carvalho said the guidance of teachers, counselors and other staff would remain irreplaceable. Moreover, he added, student data is secure, remaining within the district system, unavailable to participating vendors.

But Alex Molnar, a director of the National Education Policy Center at Colorado University Boulder is not reassured.

“The construction and operation of AI algorithms is largely outside of public view and without any public accountability. Nevertheless, school people are being pushed, both by marketers and government entities, to be seen to be in the forefront of this alleged digital revolution,” he said in a Thursday online policy discussion .

“So-called AI uses algorithms and massive amounts of computing power to produce results based on countless calculations of probabilities,” Molnar added. “These calculations do not produce truth or even, necessarily, accuracy. They produce probabilistic output.”

Carvalho countered such concerns in part by saying that Ed’s accuracy rate was currently 93%, compared to 86% for the popular and public ChatGPT bot.

In its news conference, the district brought forward two parents, the Cunninghams from South L.A., who tried out Ed.

“What I like about it is the immediate response versus me trying to get an answer from the teacher — and I may not get an answer back into the next day,” said Andrea Cunningham.

For now, independent charter schools, which enroll about 110,000 Los Angeles-area students and have their own separate technology and learning systems, will not be part of Ed.

To harness the information and other learning platforms to work with Ed, L.A. Unified had to persuade its many education vendors to open the doors to their platforms — so that students and parents don’t have separate paths, logins and passwords to reach different parts of the system.

Many vendors have business models that do just the opposite: create a closed ecosystem so that the client would have difficulty integrating with competing products.

Among safeguards built into the effort, the chatbot is unavailable to students younger than 13, and filters flag obscene or insulting language for further review.

Will students love it?

About 1,000 students have been testing the program since late January. At their suggestion, the district added athletic team schedules and cafeteria menus. Other practical information includes how soon the school bus will be arriving.

Animator Kevin O’Donnell worked on the voice, look and personality of Ed, who is represented as a sun with sunglasses.

For older students, “it is about that utility, but with the younger kids, we have to have a character that they love,” O’Donnell said. “And if they do love it, then as they grow, they’ll gravitate back to it.” Ed tells young students that he loves them and that they’re superstars. “I’ve always found that if your character really loves the kids, the kids — the younger kids — tend to love the character.”

As the students get older, the voice and the relationship changes to that of a teacher or older mentor, added O’Donnell.

The project could prove a positive leading indicator for a school district better known for struggling to catch up, and notorious for costly technological misfires.

A vaunted new payroll system created problems for years. A new student information system resulted in classroom and administrative disarray for weeks. An iPads-for-all effort was visionary but derailed by high costs, poor planning and mismanagement. Early in Carvalho’s tenure, a massive computer hack put critical district records at risk, but was contained in time to prevent a catastrophic failure.

Early reviews on Wednesday were positive, including from Nery Paiz, the head of the administrators union, whose school principals would bear the brunt of complaints about the system if it doesn’t work or creates new administrative hassles.

Alan Arkatov, a senior advisor to President Michael Crow at Arizona State University, said the effort could be a game changer in the wake of the pandemic’s academic setbacks.

“There was epic learning loss, and the social emotional damage to parents, teachers and, most importantly, students was again, epic,” Arkatov said. “This is an inflection point that could fundamentally alter the equation. This is a fundamental tool, which allows students to engage, to find their voice.”

Ed is part of an effort to bring about full academic recovery from the pandemic within two years. Intrinsic to the new app is the creation of an individual learning plan for each student. But this element was less clear on Wednesday.

Carvalho had introduced the idea of an “Individual Acceleration Plan” as early as December of 2022, modeled on the Individualized Educational Program, or IEP, that aims to provide a unique, appropriate education and support plan for every student who has a disability.

Advocates for such students have long criticized L.A. Unified for not properly managing its existing system of IEPs, but that isn’t stopping Carvalho from making the general idea universal.

Officials said the chatbot technology, which can communicate in 100 languages, is currently available at the 100 schools the district has designated as its most “fragile,” reaching about 54,000 students out of about 420,000 across the school system.

The app “shows how we really want to prepare our students for the future,” said Karen Ramirez, a senior who is the student representative on the board of education. This sort of technology is “something that they’re going to be working with throughout their entirety of their lives.”

More to Read

Beverly Hills middle school rocked by AI-generated nude images of students

Feb. 26, 2024

Granderson: ChatGPT hasn’t fueled cheating in schools. Do teens know something adults don’t?

Dec. 21, 2023

Why thousands of L.A. students are showing up for school during winter vacation

Dec. 19, 2023

Start your day right

Sign up for Essential California for news, features and recommendations from the L.A. Times and beyond in your inbox six days a week.

You may occasionally receive promotional content from the Los Angeles Times.

Howard Blume covers education for the Los Angeles Times. He’s won the top investigative reporting prize from the L.A. Press Club and print Journalist of the Year from the L.A. Society of Professional Journalists chapter. He recently retired “Deadline L.A.,” a past honoree for best public-affairs radio program, which he produced and co-hosted on KPFK-FM (90.7) for 15 years. He teaches tap dancing and has two superior daughters.

More From the Los Angeles Times

Former official pleads guilty to embezzling nearly $16 million from O.C. school district

March 29, 2024

Is your child struggling to master the potty? These 5 takeaways from our panel can help

March 28, 2024

World & Nation

Should college essays touch on race? Some feel affirmative action ruling leaves them no choice

March 27, 2024

New Occidental College president bullish on liberal arts, champion of equity and inclusion

March 26, 2024

• Education & Teaching
• Schools & Teaching

Enjoy fast, free delivery, exclusive deals, and award-winning movies & TV shows with Prime Try Prime and start saving today with fast, free delivery

Amazon Prime includes:

Fast, FREE Delivery is available to Prime members. To join, select "Try Amazon Prime and start saving today with Fast, FREE Delivery" below the Add to Cart button.

• Cardmembers earn 5% Back at Amazon.com with a Prime Credit Card.
• Unlimited Free Two-Day Delivery
• Streaming of thousands of movies and TV shows with limited ads on Prime Video.
• A Kindle book to borrow for free each month - with no due dates
• Listen to over 2 million songs and hundreds of playlists
• Unlimited photo storage with anywhere access

Important:  Your credit card will NOT be charged when you start your free trial or if you cancel during the trial period. If you're happy with Amazon Prime, do nothing. At the end of the free trial, your membership will automatically upgrade to a monthly membership.

Buy new: $29.95

Return this item for free.

Free returns are available for the shipping address you chose. You can return the item for any reason in new and unused condition: no shipping charges

• Go to your orders and start the return
• Select the return method

Download the free Kindle app and start reading Kindle books instantly on your smartphone, tablet, or computer - no Kindle device required .

Read instantly on your browser with Kindle for Web.

Using your mobile phone camera - scan the code below and download the Kindle app.

Image Unavailable

• To view this video download Flash Player

Follow the author

Artificial Intelligence in Education: Fundamentals for Educators Paperback – February 15, 2022

Purchase options and add-ons.

• Print length 339 pages
• Language English
• Publication date February 15, 2022
• Dimensions 6 x 0.77 x 9 inches
• ISBN-13 979-1197088797
• See all details

Frequently bought together

Similar items that may ship from close to you

Product details

• ASIN ‏ : ‎ B09SKXZNWD
• Publisher ‏ : ‎ KOTESOL DCC (February 15, 2022)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 339 pages
• ISBN-13 ‏ : ‎ 979-1197088797
• Item Weight ‏ : ‎ 1 pounds
• Dimensions ‏ : ‎ 6 x 0.77 x 9 inches
• #1,134 in Computers & Technology Education

About the author

David Kent (1973-) was born in Sydney, Australia, and raised in the multicultural suburbs of the southwest, and became interested in other cultures and languages from a very young age. This arose during his school years from the great friendships that he made with refugees from Asia and the Middle East, and migrants from Europe, plus the necessary learning of snippets of language to talk to and greet their parents. Of course there was the everyday lunchtime swapping of foods on the playground and learning the value of those foods and associated traditions in the culture and minds of peers. From this background, David decided to seek out a career that would come to focus on providing learning opportunities to those of non-English speaking backgrounds (NESB).

After beginning work in the field of adult education, David taught the Certificate in General Education for Adults (CGEA), the Certificate in Written and Spoken English (CSWE), and literacy and numeracy in adult migrant education programs. He also prepared candidates to undertake the International English Language Testing System (IELTS), and taught English for academic purposes, English for business, and English language intensive courses for overseas students (ELICOS) at various colleges across Australia.

Since leaving Australia in 1995, he has lived, worked in, and travelled around the globe, which has seen him teach general English and English for Specific Purposes (academic – tertiary, business – managerial), as well as prepare candidates to undertake the Test of English for International Communication (TOEIC) and the Test of English as a Foreign Language (TOEFL). He has also taught courses focusing on advanced academic writing, pronunciation theory and practice, speech and discussion, writing composition, and pre-college and pre-PhD preparatory classes, and provided professional development courses and teacher training initiatives.

In addition to teaching, he has developed content for English language learner radio programs, such as business English and news English materials, for the Educational Broadcasting System in Korea. He has worked as a host on radio programs for English language learners, and as an editor for English language learner magazines. He has provided counseling services to international students, and marketing, website development, and program promotion for universities and research institutes, developed a multimedia curriculum, dictionary, and workbook for use by first-year university students in Korea. As well as constructing e-learning content, he has developed and managed web servers and learner management systems for university departments.

For over a decade now, he has worked as a graduate school professor in Korea, and during this time has come to develop face-to-face, distance, online, and blended learning materials for graduate teaching programs worldwide. In addition to working with thesis students, he has taught content courses relating to pedagogy, curriculum and materials design, testing, analysis and evaluation techniques, the teaching of reading, writing, listening and speaking, applied linguistics, e-learning, multimedia development, and teaching with technology.

Completing his doctorate allowed him to gain specializations in computer assisted language learning (CALL) and the teaching of English as a foreign and second language. His research interests include CALL, e-learning, the design and development of multimedia for language learning, as well as mobile learning (m-learning), social networking, and the implementation of content and services for linguistic development in the EFL (English as a foreign language) and ESL (English as a second language) contexts.

He currently serves on the review board of a number of journals, and has been invited to present at numerous international conferences, present teaching techniques and provide teacher training at government request, as well as published journal articles, books, and book chapters on his areas of expertise.

Customer reviews

Customer Reviews, including Product Star Ratings help customers to learn more about the product and decide whether it is the right product for them.

To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzed reviews to verify trustworthiness.

No customer reviews

• Amazon Newsletter
• About Amazon
• Accessibility
• Sustainability
• Press Center
• Investor Relations
• Amazon Devices
• Amazon Science
• Start Selling with Amazon
• Sell apps on Amazon
• Supply to Amazon
• Protect & Build Your Brand
• Become an Affiliate
• Become a Delivery Driver
• Start a Package Delivery Business
• Advertise Your Products
• Self-Publish with Us
• Host an Amazon Hub
• › See More Ways to Make Money
• Amazon Visa
• Amazon Store Card
• Amazon Secured Card
• Amazon Business Card
• Shop with Points
• Credit Card Marketplace
• Reload Your Balance
• Amazon Currency Converter
• Your Account
• Your Orders
• Shipping Rates & Policies
• Amazon Prime
• Returns & Replacements
• Manage Your Content and Devices
• Recalls and Product Safety Alerts
• Conditions of Use
• Privacy Notice
• Consumer Health Data Privacy Disclosure
• Your Ads Privacy Choices

Artificial Intelligence in Education and Teaching Assessment

• © 2021
• Wei Wang 0 ,
• Guangming Wang 1 ,
• Xiaoming Ding 2 ,
• Baoju Zhang 3

College of Artificial Intelligence, Tianjin Normal University, Tianjin, China

You can also search for this editor in PubMed   Google Scholar

Faculty of Education, Tianjin Normal University, Tianjin, China

College of aritificial intelligence, tianjin normal university, tianjin, china, college of electronic and communication engineering, tianjin normal university, tianjin, china.

Introduces the research results of artificial intelligence technology in education and teaching

Presents a comprehensive study of text, language, video, and other aspects of artificial intelligence technology

Shares insights into the application of artificial intelligence in the quality evaluation of the whole teaching

24k Accesses

10 Citations

• Table of contents

About this book

Editors and affiliations, about the editors, bibliographic information.

• Publish with us

This is a preview of subscription content, log in via an institution to check access.

Access this book

• Available as EPUB and PDF
• Read on any device
• Instant download
• Own it forever
• Compact, lightweight edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info
• Durable hardcover edition

Tax calculation will be finalised at checkout

Other ways to access

Licence this eBook for your library

Institutional subscriptions

Table of contents(26 chapters)

Front matter, a review of content analysis on china artificial intelligence (ai) education policies.

• Shaofang Wang, Guangming Wang, Xia Chen, Wei Wang, Xiaoming Ding

Analyzing Policy Documents of Labor Education and Study Tour in China

• Zhipeng Zhu, Jiajia Zhou, Yueyuan Kang, Xin Zhang

Classroom Teaching Behavior Analysis Based on Artificial Intelligence

• Sumeng Shi, Jie Gao, Wei Wang

Research on the Control of Redundancy Effect of Decorative Icons in Instructional PPT

• Hui Yang Li, Qing Li, Xue Wang

Research on the Influence of Quantity and Emotion of Danmaku in Online Instructional Video on Learning

• Yu Wei Cheng, Qing Li, Xue Wang

Cluster Analysis of College Students’ Online Classes Experience

• Junda Lian, Bo Zhang, Xiaoyang Gong, Linpeng Ban

Study in Intelligent Exam Based on RNN and LSTM

• Rui Li, Xiaoyang Gong, Bo Zhang, Chen Liang, Menglin Li, Hui Guo

Teacher Facial Expression Recognition Based on GoogLeNet-InceptionV3 CNN Model

• Yan Tian, Tingting Han, Libao Wu

An Overview Study of Importance of Artificial Intelligence in the Improvement of Online Education

• Muhammad Uzair, Jin Chen

A Review of Attention Detection in Online Learning

• Libo Qiao, Zongyi Han, Wei Wang, Linlin Li, Ying Tong

Analysis of Teaching Introspection Text Based on Semantic Similarity

• Xinyuan Zhang, Chen Zhao, Wei Wang

A Summary of Text Classification Technology and Its Application in Teacher Language Classification

• Feng Tang, Tingting Han, Libao Wu

Construction of Teacher-Student Interaction Evaluation Index System for High School Mathematics Concept Assimilation Learning Based on Artificial Intelligence

• Yiming Zhen, Sumeng Shi, Wei Wang, Guangming Wang

An Overview of Data Mining Techniques for Student Performance Prediction

• Xiu Zhang, Xin Zhang

Eye Tracking and Its Applications in the Field of Intelligent Education

• Linlin Li, Ying Tong, Libo Qiao

Personalised Material and Course Recommendation System for High School Students

• Simbarashe Tembo, Jin Chen

Research on Mathematics Teachers’ Professional Growth Factors Based on Keyword Extraction and Sentiment Analysis

• Xu Gao, Xiaoming Ding, Wei Wang, Guangming Wang, Yueyuan Kang, Shaofang Wang

Teacher Award Prediction Based on Machine Learning Methods

• Jian Dang, Yueyuan Kang, Xiu Zhang, Xin Zhang

A Study of the Current Status of Teachers’ Core Qualities and Abilities and the Importance of Their Background Factors in Primary and Secondary Schools in Tianjin

• Yueyuan Kang, Yiming Zhen, Xin Zhang, Guangming Wang
• Artificial Intelligence
• Education assessment
• Facial expression recognition
• Online education
• Text analysis
• Eye tracking

Guangming Wang

Xiaoming Ding

Baoju Zhang

Book Title : Artificial Intelligence in Education and Teaching Assessment

Editors : Wei Wang, Guangming Wang, Xiaoming Ding, Baoju Zhang

DOI : https://doi.org/10.1007/978-981-16-6502-8

Publisher : Springer Singapore

eBook Packages : Computer Science , Computer Science (R0)

Copyright Information : The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021

Hardcover ISBN : 978-981-16-6501-1 Published: 21 November 2021

Softcover ISBN : 978-981-16-6504-2 Published: 22 November 2022

eBook ISBN : 978-981-16-6502-8 Published: 01 January 2022

Edition Number : 1

Number of Pages : VII, 310

Number of Illustrations : 29 b/w illustrations, 73 illustrations in colour

Topics : Artificial Intelligence , Curriculum Studies , Education, general

Policies and ethics

• Find a journal
• Track your research

Artificial Intelligence

The world of ai: how libraries are integrating and navigating this powerful technology.

"Exploring AI's Frontier in Libraries: Insights and Innovations"

Dive into the dynamic realm of artificial intelligence (AI) within libraries with "The World of AI," a compelling article featured in American Libraries Magazine. Authored by Emily Udell on March 1, 2024, this piece sheds light on how libraries are at the forefront of integrating and navigating generative AI technologies. Amidst growing discussions fueled by the launch of ChatGPT and President Joe Biden's executive order on AI, libraries find themselves in a pivotal role, exploring the technology's vast potential while addressing ethical considerations such as bias, privacy, and copyright concerns.

The article features insights from technology experts, educators, and librarians who are pioneering AI applications in their institutions. From enhancing user experiences and academic research to confronting challenges of misinformation and privacy, these professionals discuss the transformative impact of AI on libraries' roles in society. They emphasize the importance of AI literacy, ethical AI usage, and the need for libraries to develop policy guidelines to navigate the ever-evolving digital landscape responsibly.

"The World of AI" not only highlights the innovative uses of generative AI in libraries but also fosters a discussion on the critical ethical questions it poses, urging libraries to take a proactive stance in shaping the future of AI integration in academic and public spaces.

For a deep dive into how AI is reshaping libraries and the broader implications for information professionals and the communities they serve, read the full article in American Libraries Magazine.