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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.
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]
Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Navigating the Artificial Intelligence landscape: Implications for mathematics, science, and STEM teaching and learning.
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  Data: *<searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Virtual+classrooms%22">Virtual classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Machine+learning%22">Machine learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems%22">Instructional systems</searchLink><br /><searchLink fieldCode="DE" term="%22Chatbots%22">Chatbots</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink>
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  Data: 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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  Data: <i>Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Feb2024
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