Generative AI in our Schools and Language Classrooms
Generative AI in our Schools and Language Classrooms
Noemi Rodriguez
Pascack Valley Regional High School District
Member of the Board of Directors of The Fellowship of Language Educators of New Jersey
Abstract
In this article, we offer a comprehensive introduction to Generative Artificial Intelligence (GAI) and its potential to transform educational environments. As schools face the dual challenge of integrating GAI while addressing ethical concerns, this article explores the benefits of GAI, from personalization and equity to efficiency and future readiness. It also emphasizes the importance of building AI literacy within school communities through structured phases, new school policies, and fostering responsible staff and student use. Additionally, this article highlights specific GAI tools that can enrich language education and provide practical examples for language educators. By embracing GAI with ethical practices, schools can unlock new opportunities for learning and development.
Keywords: Generative AI, AI Literacy, language education, educational technology, ethical AI practices
Introduction
Another school year is starting, and our institutions continue to thrive, change, and adapt, while gradually integrating Generative AI—the wheels are certainly in motion! Navigating this new space with more questions popping up daily can be difficult. We are learning about incredible opportunities mirrored with complex difficulties. As we navigate these challenges, it becomes crucial to develop strategies that balance innovation with ethical considerations. As a result, school leaders, teachers, students, and community members have a lot on their minds regarding the implementation and use Generative AI as a learning tool in schools. There is fear, hesitation, uncertainty—to say the least. But how can we shift our perspective towards Generative AI, instead of considering the risks, trepidations, and harm? If access to AI simply requires access to the internet, how can we embrace the integration of this tool in our classrooms? We can certainly look for opportunities, benefits, and potential learning outcomes using this revolutionary technology. The list below underlines many positives this digital technology can offer to the educational setting:
Personalization: One-on-one learning; can be tailored to student learning needs.
Equity: Access to quality education while helping overcome language barriers.
Efficiency: Increasing productivity in the classroom.
Thought Partner: Useful for brainstorming and engaging learning experiences.
Preparing for the Future: Supports lifelong learning and the application of multiple skills.
Through ethical and responsible practices, Generative AI can enhance education and language learning by offering students an array of opportunities while they can still validate their own abilities and ideas, their own Human Intelligence (HI). Integrating AI literacy into the curriculum equips students with the skills to critically evaluate and responsibly use these technologies. Embracing a balanced approach will foster a learning environment where students can thrive both as innovative thinkers and as discerning digital citizens.
Building AI Literacy in our School Communities
With fear, it is difficult to begin this new endeavor. There are certainly so many questions surrounding the use of Generative AI. Many institutions have already started using Generative AI, so how can we all get on the same page with understanding its ethical and responsible use? How can we move optimistically and cautiously in utilizing the incredible capabilities this digital tool offers in our schools and classrooms?
The successful pedagogical integration of ChatGPT and similar tools hinges on the development of AI literacy and preparedness among teachers (Kohnke et al., 2023; Mohebi, 2024). Such literacy encompasses not only the ability to effectively utilize AI tools but also the capacity to navigate the ethical, social, and technical challenges these technologies present. In the context of language education, Kohnke, Moorhouse, and Zou (2023) proposed a set of AI competencies for teachers, categorized into technological proficiency, pedagogical compatibility, and social awareness. Technological proficiency involves understanding AI functionalities and mechanics, including the creation of effective prompts and troubleshooting issues. Pedagogical compatibility refers to exploring methods for incorporating Large Language Models or LLMs to transform traditional teaching methods, enrich learning experiences, and achieve educational objectives. Social awareness entails recognizing and addressing the ethical issues and biases inherent in AI, emphasizing the importance of critical evaluation and responsible technology use.
Teachers must develop a critical lens to evaluate AI-generated content for accuracy, fairness, and potential harm. Recognizing and mitigating biases embedded within AI algorithms is essential to prevent the perpetuation of stereotypes and inequalities. Furthermore, teachers must cultivate digital citizenship skills in students, fostering responsible and ethical AI use. By emphasizing transparency, accountability, and human oversight, educators can ensure that AI is employed as a tool to enhance learning, rather than as a source of misinformation or discrimination.
To fully harness the potential of AI while reducing its risks, it is crucial that the entire school community engages in AI literacy development. Students, parents, and administrators should be equipped with the knowledge and skills to thoughtfully evaluate AI-driven technologies, understand their limitations, and make informed decisions about their use. By fostering a culture of AI literacy, schools can create a more equitable and responsible learning environment for all. As Krause and Jones (2023) explain,
Engaging the community is essential before creating a policy on AI. This ensures community members are informed about how AI is being used in the classroom and how it works. Including the community can lessen or dispel the fears around this technology. (par. 11)
A simple place to start is by surveying your school community and consider creating an AI Literacy Committee with several branches, yet with one common purpose: Define Generative AI use in our schools. Many questions will arise through the process: What does it look like in our classrooms, hallways, during lunch? How can our teachers feel empowered by AI? How can content be delivered? How can lessons feel different when students ask questions of a historical figure? How can all students access one-on-one assistance? These questions, along with many others, come to mind when considering the future of Generative AI. Unlocking these types of possibilities, wonders, and functionalities, can be just the beginning of the positive impact GAI may have in our school communities.
A phased approach to AI literacy development is beneficial for successful integration within a school community. By breaking down complex AI concepts into manageable steps, schools can effectively equip all members—teachers, students, parents, and administrators—with the necessary knowledge and skills to understand, evaluate, and utilize AI responsibly. This gradual process facilitates tailored learning, measurable progress, increased community engagement, and adaptability to evolving AI technologies. Below is a sample of three phases. Depending on your school community, each phase may take a few weeks or a few months, as the time necessary directly relates to everyone’s level of AI readiness and willingness.
Building AI Literacy amongst Staff and Students
Developing a strong foundation in AI literacy is essential for preparing students for future careers and challenges. By understanding the potential benefits and risks of AI, individuals can become informed consumers, critical thinkers, and responsible digital citizens. Moreover, AI literacy empowers educators to integrate AI tools effectively into their teaching practices, enhancing student learning experiences and outcomes. Ultimately, a school community grounded in AI literacy is much better equipped to adapt and thrive in an increasingly AI-driven world.
The following considerations offer an overview of the three phases suggested for building AI literacy amongst staff and students in our schools. The Digital Design Team in the Department of Education of the State of Hawaii defines AI Literacy as “the knowledge, skills, and attitudes associated with how artificial intelligence works, including its principles, concepts, and applications,” and emphasizes the importance of focusing on “how to use artificial intelligence, such as its limitations, implications, and ethical considerations” (2023). These phases aim to equip individuals with a comprehensive understanding of AI, ensuring they are well-prepared to engage with this technology ethically and responsibly. By fostering AI literacy, we can empower both staff and students to navigate this new digital landscape with confidence and critical insight.
Artificial Intelligence Literacy: Considerations for Staff
As artificial intelligence continues to shape the future of education, it is crucial for staff to build a solid foundation in AI literacy to effectively integrate these technologies into their classrooms. The process begins with a comprehensive needs assessment and the establishment of clear guidelines and ethical considerations in Phase 1. Professional development opportunities, both within and beyond the district, will support educators as they pilot and evaluate AI programs. In Phase 2, the focus shifts to creating accessible resources for ongoing learning and refining district policies with input from all stakeholders. Finally, Phase 3 emphasizes continuous feedback and adaptation, ensuring that AI literacy evolves with advancements in technology and educational practices.
Phase 1
1. Conduct a Staff Needs Assessment.
2. Discuss school policies and future guidelines focusing on ethics.
3. Offer Professional Development opportunities in district and support out of district.
4. Encourage staff to pilot AI programs and watch one another, add AI use to budget.
5. Create an AI Literacy Committee involving all stakeholders (including students).
Phase 2
1. Create an online database for professional development videos and tutorials for staff to reference, continue to pilot classroom programs and use, add AI to budget.
2. Continue to encourage staff to attend PD and turnkey during future staff or department meetings.
3. Determine District AI Policies and provide initial draft to staff and admin team for input.
4. Continue meeting with AI Literacy Committee and further engage with parent/guardian community.
Phase 3
1. Provide second draft of District AI Use Policies and gather input and feedback before finalizing.
2. Continue to gather input and ideas from the AI Literacy Committee with future steps and goals, Staff PD continues.
3. Revise curriculum documents to incorporate AI technologies and budget for AI use.
4. Stay informed and adaptive—AI continues to grow and change, be open, flexible, and aware.
Artificial Intelligence Literacy: Considerations for Students
To effectively integrate AI literacy into students' educational experiences, it is essential to foster an inclusive and engaging environment from the beginning. Phase 1 gathers student perspectives through surveys and encourages open dialogue about AI, allowing students to explore and question this technology freely. By involving students in discussions about school policies and promoting AI literacy through student clubs and committees, we can lay the groundwork for a collaborative learning atmosphere. In Phase 2, we build on this foundation by continuing to encourage student participation, incorporating their feedback into policy drafts, and enhancing the classroom learning experience. Phase 3 focuses on refining AI literacy initiatives based on student input, evaluating the effectiveness of tutoring programs, and celebrating AI learning with events like "AI Day," ensuring students are actively engaged and well-prepared for the future.
Phase 1
1. Share a student survey to gather thoughts.
2. Encourage students to discuss AI, raise questions and open dialogue without fear or judgment.
3. Discuss school policies with students and gather input about future guidelines.
4. Promote AI Literacy Discussions around student clubs/organizations.
5. Encourage participation in AI Literacy Committee.
Phase 2
1. Continue to build and encourage AI Literacy amongst student community, join AI Literacy Committee.
2. After initial draft of District AI Policies has been discussed amongst faculty, involve students for input.
3. Evaluate past classroom use and enlist students to share ideas for future curriculum and classroom application.
4. AI Tutoring opportunities through Guidance Department.
Phase 3
1. Offer students the opportunity to review second draft and make comments, final draft shared.
2. Survey all students with AI use again, consider future implications and curriculum modifications.
3. Reevaluate effectiveness of tutoring program.
4. Discuss curriculum and classroom applications.
5. Host a school wide “AI Day” for Students.
New School Policies and Student Use
What policies are in place for GAI in schools? As of August 2024, twenty-two U.S. states have published guidelines. However, most schools either lack policies or are just beginning discussions on GAI use. UNESCO (2021) emphasizes the necessity of ethical guidelines for responsible AI use in education. The Australian Government Department of Education (2023) presented a comprehensive framework for AI in schools, balancing innovation with ethical considerations. Similarly, TeachAI (2023) highlights valuable insights for responsibly implementing AI in U.S. schools. Schools can start these critical conversations with several key resources. However, as Alyson Klein concludes after her discussion with colleague educators, “Artificial Intelligence is developing so rapidly that many educators fear school districts policies to handle issues like cheating or protecting data privacy will be outdated almost the minute they are released” (2023).
Thus, the ongoing question remains: How can we implement AI ethically, responsibly, and safely? Below are some key questions to ask when it comes to collectively and newly navigating GAI policies:
How can our policies effectively balance the integration of generative AI tools with the ethical considerations surrounding student privacy and data security?
What measures should be in place to ensure that the use of generative AI aligns with educational goals and supports diverse learning needs within our schools?
How can school policies encourage professional development for educators to enhance their understanding of generative AI and its potential impact on student engagement and academic outcomes?
What strategies should be implemented to involve parents and guardians in the decision-making process regarding the integration of generative AI in the classroom, addressing any concerns or questions they may have?
In what ways can our district policies promote transparency and open communication regarding the types of generative AI tools used, functionalities, and the intended educational benefits to foster trust among all stakeholders?
With student use, how can we ensure ethical and responsible practices that do not jeopardize academic integrity and allow us to continue to foster an inquiry-based approach to learning? Instead of thinking of how we stop students from cheating we must consider: How can we use Generative AI Tools to improve the educational experience? Let’s consider how we can co-create classroom guidelines with our students and a student use agreement form together. Students utilize Generative AI Tools in many ways—brainstorming, presentations, tutoring, speaking practice, feedback, revision, research, and much more. Students should be guided to fact-check and evaluate information, as AI can sometimes misinform.
By empowering students to harness the potential of generative AI tools, we can foster a new era of language learning. Students can utilize these tools to enhance their autonomy and agency by practicing language skills independently. For instance, AI-powered language exchange platforms can connect students with native speakers for authentic conversations, while AI-driven writing assistants can provide personalized feedback on their written work. Additionally, students can employ generative AI to explore their own learning preferences and create individualized study plans. By becoming proficient in using AI tools, students can develop essential digital literacy skills that will serve them well beyond the classroom.
Ultimately, the goal is to equip students with the critical thinking and problem-solving skills necessary to navigate the complexities of this new technology. By fostering a culture of experimentation and exploration, we can empower students to become creators and innovators in their learning journeys.
Below, we share a set of classroom guidelines and a sample student agreement essential to communicate with students our expectations clearly and consistently on the use of GAI.
Potential Classroom Guidelines
1. Explain its purpose, overview of its capabilities.
2. Create responsible use guidelines together with students.
3. Emphasize critical thinking and evaluation.
4. Remember to fact check and verify information.
5. Foster collaborative learning environments.
6. Consider ethical implications.
7. Incorporate reflection and feedback.
8. Provide ongoing guidance.
Sample Student Use Agreement
Generative Artificial Intelligence (AI) can enhance my learning experience and hold significance for my future. I commit to utilizing it responsibly and making informed choices.
1. I pledge to employ AI tools conscientiously, refraining from any usage that may pose harm to myself or others.
2. I will exclusively employ AI to augment my educational journey and will adhere to my school's guidelines and teacher's directives regarding the appropriate times and methods for employing AI in assignments.
3. I will maintain transparency regarding the use of AI to aid in assignments, and I will refrain from submitting work generated entirely by an AI as my own.
4. In the event of using AI, I will scrutinize its outputs for errors.
5. I will seek guidance from my teacher when uncertain about acceptable practices.
GAI Tools for Language Education
Leading experts and institutions advocate for designing tasks and activities grounded in real-world contexts, incorporating authentic materials, and blending diverse language skills and communicative modes to reflect authentic language use (ACTFL, 2023; Council of Europe, 2020; North, 2021; Shrum & Glisan, 2015). These modes encompass interpretive communication, focusing on comprehending written or spoken texts; interpersonal communication, involving direct interaction with others through speech or writing; and presentational communication, centered on producing rehearsed spoken or written language for an audience.
Once a school community establishes a shared understanding of ethical and responsible AI use, the next step is to explore specific tools that can enhance language learning. By carefully selecting and integrating GAI tools, language educators can create dynamic and engaging language learning experiences that prepare students for success.
A plethora of options exists, but some popular choices based on communication modes include:
Interpretive: Reading and Listening
Chrome Extensions available with the below tools*
MagicSchool.ai: YouTube Summary Tool (and many other helpful tools). It aids in lesson planning, differentiation, assessment creation, Individualized Education Plans (IEPs) drafting, and clear communication. (Website: MagicSchool.ai and MagicStudent.ai coming soon)
Briskteaching: Brisk is an all-in-one solution for teachers to speed up grading, course creation, and feedback. It works with Google Docs.
Diffit.me : Creates level reading passages and differentiates existing reading passages. It easily exports into Google Drive for immediate student use.
Interpersonal: Two-way Speaking—spontaneous*
Mizou: Creates an AI Chatbot based on your instructions, resources, and rubrics, while protecting student data.
SchoolAi: Spaces feature* Designed for K12 students with built-in monitoring and controls for teachers.
Presentational: Writing and Speaking—rehearsed
Canva: Magic Design Tools* The possibilities are endless within Canva.
Curipod : Plans and delivers interactive lessons on any topic—with help from AI
Additional Helpful Resources to Review
AI Innovator Community for Language Educators: https://lologramos.thinkific.com/bundles/ai-innovator-community-for-language-educators
As the field of Generative AI continues to evolve, it is essential for language educators to remain adaptable and explore new possibilities to leverage these tools to enhance students learning outcomes. Through thoughtful integration and ethical use, Generative AI can serve as an asset in the language classroom, transforming the learning experience and preparing students for future success in navigating these new technologies.
Developing Classroom Materials
Another promising application of GAI lies in its potential to support teachers in developing classroom materials specific to their language class. Pack and Maloney (2023) demonstrated ChatGPT's ability to create discussion prompts, reading passages, writing samples, and handouts, showcasing its potential in resource creation. Pérez-Núñez (2023) extended this research by exploring its capacity for course design and task creation. This study revealed that ChatGPT can generate basic course outlines and reading comprehension tasks with minimal input, suggesting its potential to alleviate some of the workload associated with materials development.
However, it is essential to recognize that while ChatGPT can assist in generating content, it does not replace the teacher's expertise in crafting authentic and engaging learning experiences. For example, while it can produce reading comprehension tasks, it may struggle to create tasks that effectively target specific language learning objectives or develop higher-order thinking skills. Therefore, teachers must critically evaluate and adapt AI-generated materials to align with their instructional goals and methodologies.
Conclusion
As we embark on this transformative journey into the world of Generative AI, it is clear that we are experiencing a revolutionary shift in education. The integration of Artificial Intelligence tools into our classrooms promises not just to enhance personalization and equity but also ignite creativity and innovation in both teaching and learning. Imagine students seamlessly engaging with historical figures, receiving tailored feedback, and accessing a wealth of resources at their fingertips—all while developing critical thinking skills and navigating ethical considerations. By embracing AI responsibly, we have the unique opportunity to redefine educational experiences and prepare our students for this new future. Language educators should choose to lead with curiosity and courage by exploring these emerging tools and build AI literacy within their school communities. The possibilities are endless, and the journey is just beginning. We can harness the power of Generative AI to unlock new potentials and inspire our students to thrive in their language learning.
References
ACTFL. (2023). Guiding Principles for Language Learning. https://www.actfl.org/educator-resources/guiding-principles-for-language-learning Australian Government Department of Education. (2023).
Australian framework for generative artificial intelligence (AI) in schools. https://www.education.gov.au/schooling/resources/australian-framework-generative-artificial-intelligence-ai-schools
Council of Europe. (2020). Common European Framework of Reference for Languages:
Learning, Teaching, Assessment –Companion Volume. Strasbourg: Council of Europe.
Digital Design Team from the Department of Education of the State of Hawaii. (2023). https://sites.google.com/k12.hi.us/ocid-elb-ddt/programs/cs/cs-ai?authuser=0
Klein, A. (2023). Crafting a School Policy on AI? Here’s What Experts Recommend.
Education Week. https://www.edweek.org/technology/crafting-a-school-policy-on-ai-heres-what-experts-recommend/2023/11
Kohnke, L., B. L. Moorhouse, and D. Zou. (2023). ChatGPT for Language Teaching and Learning. RELC Journal 54 (2): 537-550.
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Mohebi, L. (2024). Empowering Learners with ChatGPT: Insights from a Systematic Literature Exploration. Discover Education 3 (1).
North, B. (2021). The CEFR Companion Volume—What’s New and What Might It Imply for Teaching/Learning and for Assessment? CEFR Journal: Research and Practice (4): 5–24.
Pack, A. and J. Maloney. (2023). Potential Affordances of Generative AI in Language Education: Demonstrations and an Evaluative Framework. Teaching English with Technology 23 (2):4-24.
Pérez-Núñez, A. (2023). Exploring the Potential of Generative AI (ChatGPT) for Foreign Language Instruction: Applications and Challenges. Hispania 106 (3): 355-362.
Shrum, J. L. and E. W. Glisan. (2015). Teacher’s Handbook, Contextualized Language Instruction. Canada: Cengage Learning.
TeachAI. (2023). AI Policy Landscape: United States. https://www.teachai.org/media/ai-policy-landscape-united-states?page=%2FpolicyandcontentGrid=widget_3J8f17K8T
UNESCO. (2021). Recommendation on the Ethics of Artificial Intelligence. UNESCO Digital Library. https://unesdoc.unesco.org/ark:/48223/pf0000381137
