Navigating the Artificial Intelligence landscape: Implications for mathematics, science, and STEM teaching and learning.
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| Title: | Navigating the Artificial Intelligence landscape: Implications for mathematics, science, and STEM teaching and learning. |
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| Authors: | Redmond‐Sanogo, Adrienne1 (AUTHOR) adrienne.redmond@okstate.edu, Maiorca, Catherine1 (AUTHOR), Roberts, Thomas2 (AUTHOR), Ivy, Jessica3 (AUTHOR), Burton, Megan4 (AUTHOR) |
| Source: | School Science & Mathematics. Feb2024, Vol. 124 Issue 1, p1-5. 5p. |
| Subject Terms: | *Artificial intelligence, *Virtual classrooms, *Machine learning, *Instructional systems, Chatbots, Mathematics |
| Abstract: | The integration of artificial intelligence (AI) in K-12 education presents both opportunities and challenges for teachers and teacher educators. AI has the potential to transform teaching and learning in mathematics, science, and STEM education by fostering student-centered learning environments and streamlining routine tasks. However, there are ethical, legal, and privacy challenges that need to be addressed. The U.S. Department of Education has provided recommendations for AI implementation and research, emphasizing the importance of human oversight, aligning AI tools with educational goals, and considering equity considerations. AI can also enhance integrated STEM education by helping students design solutions to real-world challenges. Teacher preparation programs need to equip pre-service teachers with the skills necessary to navigate the AI landscape and provide guidance on ethical use. It is important to consider equity implications and ensure that AI learning is widely available to all students. Teacher educators can also utilize AI tools in instructional planning and provide opportunities for pre-service teachers to explore the benefits and drawbacks of AI. Challenges in STEM teacher preparation programs include mindset, ethics, access, power and privilege, discernment, and accuracy. Judicious decisions on the use of AI tools are essential, and critical thinking skills are needed to evaluate AI-generated information. The integration of AI into teacher preparation programs requires collaboration between researchers, teachers, policymakers, and other stakeholders to develop best practices that ensure both the power and equity of AI in education. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | The integration of artificial intelligence (AI) in K-12 education presents both opportunities and challenges for teachers and teacher educators. AI has the potential to transform teaching and learning in mathematics, science, and STEM education by fostering student-centered learning environments and streamlining routine tasks. However, there are ethical, legal, and privacy challenges that need to be addressed. The U.S. Department of Education has provided recommendations for AI implementation and research, emphasizing the importance of human oversight, aligning AI tools with educational goals, and considering equity considerations. AI can also enhance integrated STEM education by helping students design solutions to real-world challenges. Teacher preparation programs need to equip pre-service teachers with the skills necessary to navigate the AI landscape and provide guidance on ethical use. It is important to consider equity implications and ensure that AI learning is widely available to all students. Teacher educators can also utilize AI tools in instructional planning and provide opportunities for pre-service teachers to explore the benefits and drawbacks of AI. Challenges in STEM teacher preparation programs include mindset, ethics, access, power and privilege, discernment, and accuracy. Judicious decisions on the use of AI tools are essential, and critical thinking skills are needed to evaluate AI-generated information. The integration of AI into teacher preparation programs requires collaboration between researchers, teachers, policymakers, and other stakeholders to develop best practices that ensure both the power and equity of AI in education. [Extracted from the article] |
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| ISSN: | 00366803 |
| DOI: | 10.1111/ssm.12635 |
