Educational Technology and Design
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Item Preparing Educators to Teach and Create With Generative Artificial Intelligence(Canadian Network for Innovation in Education (CNIE), 2024) MacDowell, Paula; Moskalyk, Kristin; Korchinski, Katrina; Morrison, DirkTeachers skilled in using generative artificial intelligence (GAI) have advantages in terms of increased productivity and augmented instructional capabilities. Alongside the rapid advancement of GAI, teachers require authentic learning opportunities to build the confidence and expertise necessary for engaging with these technologies creatively and responsibly. This article provides an illustrative case of preparing preservice and in-service teachers with the knowledge, skills, and mindsets to teach and create with GAI. Using a self-study method to investigate professional practices, we analyzed the curriculum, instruction, and assessment in an upper-level undergraduate course in multimedia design and production. Thirty-five teachers engaged in experiential activities focussed on developing artificial intelligence (AI) literacy, alongside a collaborative assignment to co-author an open-access textbook, Teaching and Creating With Generative Artificial Intelligence. To support equitable and inclusive access to the educational benefits offered by AI, the Student Artificial Intelligence Literacy (SAIL) framework was developed. SAIL facilitates student AI literacy through curriculum engagement and three distinct types of interactions: cognitive, socio-emotional, and instructor-guided. Building on lessons learned from the COVID-19 pandemic regarding the issues with technology training for teachers in Canada, five recommendations are offered to facilitate the meaningful integration of AI literacy in teacher education programs.Item Preparing for the demands of tomorrow: Using AI to support grade 12 academic writing instruction(2024) Korchinski, KatrinaPreparing secondary students for the rigor of post-secondary academic writing goes beyond teaching the five-paragraph essay and grammatical conventions. The arrival of generative artificial intelligence (GAI) requires educators to understand the intricate relationship between technology and literacy. Building AI literacies in student writers is essential, as GAI is here to stay. Recognizing its potential, adapting teaching methods, and integrating AI literacy into writing instruction is crucial for preparing the next generation of communicators for their academic and professional futures. Those who value writing refute the notion that students no longer need to learn how to write, and current literature shows that GAI does not eliminate the need for skilled writers but rather signals a shift in literacy instruction. While GAI may offer unethical shortcuts, students must still learn how to independently express their ideas, demonstrate knowledge, and engage in critical thinking. They need to learn to use GAI tools as aids, not crutches. To enter university as confident writers, secondary students require scaffolded instruction, mentorship, practice, review, feedback, and reflection, all supported by the ethical use of GAI tools. This project focuses on teaching ethical use of AI in writing and enhancing composition through the Cognitive Process Theory of Writing. Lesson plans and resources are included to encourage teacher integration of AI literacy into classroom writing instruction.