Introduction to AI Fluency for pK-12 educators — Transcript

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1. 0:07Hi. I'm Zach and I'm a high school math
2. 0:10and science teacher in California.
3. 0:12If you're working in K-12 education,
4. 0:14whether you're teaching elementary,
5. 0:16middle, or high school, leading a grade
6. 0:18level team, or coaching colleagues, you
7. 0:20know what it's like to navigate
8. 0:22extraordinary complexity. You're
9. 0:24balancing rigorous learning standards
10. 0:26with the needs of very different
11. 0:27students in the same room.
12. 0:28Differentiating across a wide span of
13. 0:31reading levels, staying on top of
14. 0:32district policy and student privacy
15. 0:34requirements, and doing all of it with a
16. 0:37planning period that disappears the
17. 0:38moment that someone needs coverage. If
18. 0:40you're here, you're probably curious
19. 0:42about what AI can bring to your
20. 0:44practice.
21. 0:45But from conversations with thousands of
22. 0:47educators and being one myself, we know
23. 0:50there's a significant gap between using
24. 0:52the technology personally and the
25. 0:54responsibility of integrating it into
26. 0:55your teaching.
27. 0:57So, if you're feeling like you need a
28. 0:59more holistic approach to move forward,
29. 1:01you're definitely not alone.
30. 1:02This course is built specifically for
31. 1:04K-12 educators who want to bridge the
32. 1:06gap between AI usage and responsible
33. 1:09integration. It's grounded in research
34. 1:11from the education community and
35. 1:12expertise from Anthropic's research
36. 1:14team. What sets K-12 AI usage apart is
37. 1:17that student learning and student
38. 1:19privacy must always come first. We have
39. 1:22FERPA, COPPA, district approval lists,
40. 1:24and the simple fact that you are
41. 1:26professionally accountable for
42. 1:27everything that goes home to families or
43. 1:29in front of students. AI assistance
44. 1:32doesn't transfer that responsibility.
45. 1:34This course will help you evaluate AI
46. 1:36opportunities through that lens. Not
47. 1:38just can AI do this, but should AI do
48. 1:41this? And does it serve my students
49. 1:44while meeting the standards our
50. 1:45profession demands? We want to give you
51. 1:47a balanced view so you can make informed
52. 1:50decisions about how AI fits into your
53. 1:52classroom.
54. 1:53When used responsibly, AI has the
55. 1:55potential to shift educators from
56. 1:57consumers of technology into creators
57. 2:00who can shape its future.
58. 2:02The promise isn't just that AI can help
59. 2:04you grade faster or personalize
60. 2:06instruction. It's that you and your
61. 2:08students can solve new and challenging
62. 2:10problems together, which is why this
63. 2:12course isn't just about using AI. It's
64. 2:15about AI fluency. This isn't just
65. 2:17knowing the latest product features or
66. 2:19prompts. It's about building a healthy,
67. 2:21ethical, and responsible relationship
68. 2:23with AI that will compound over time
69. 2:26even as models change. At the heart of
70. 2:28this course is the 4D framework created
71. 2:30by professors Joseph Feller and Rick
72. 2:32Daikin. It consists of four
73. 2:34competencies: delegation, description,
74. 2:37discernment, and diligence.
75. 2:39These work together as the foundation of
76. 2:41AI fluency.
77. 2:42Throughout this course, you'll see how
78. 2:44these competencies work together in
79. 2:46iterative loops. The
80. 2:47delegation-diligence loop supports you
81. 2:50to make thoughtful, responsible choices
82. 2:52about when and how to use AI in your
83. 2:55classroom practice and how to own those
84. 2:57choices.
85. 2:58The description-discernment loop helps
86. 3:00you get more out of your interactions
87. 3:01with AI through back-and-forth
88. 3:03collaboration. The good news is that you
89. 3:05already have a head start. Given clear
90. 3:07context, breaking tasks into steps,
91. 3:09specifying what good work looks like,
92. 3:12that's what you do every single time you
93. 3:13write a lesson plan or explain an
94. 3:15assignment. That's the definition of
95. 3:17excellent description.
96. 3:19And discernment? You're already a
97. 3:20trained evaluator. You assess student
98. 3:22work, curriculum materials, and
99. 3:24developmental appropriateness every
100. 3:26single day.
101. 3:27But when it comes to AI fluency, you
102. 3:29don't get there by reading about AI, or
103. 3:31watching demos, or sitting through a
104. 3:33presentation.
105. 3:34You get there by building, by trying
106. 3:36something, seeing what happens, and
107. 3:38trying again.
108. 3:39That's how this course is designed. Less
109. 3:41lecture and more doing. By the end of
110. 3:43this course, you'll be able to approach
111. 3:44AI with confidence and intentionality.
112. 3:48You'll know how to leverage AI to
113. 3:49support your work while protecting
114. 3:51student privacy, maintaining your
115. 3:53professional judgement, and modeling the
116. 3:55kind of balanced, thoughtful engagement
117. 3:57your students need to see.
118. 3:59Let's get started.