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AI in the classroom: Equity, creativity, and teaching

Victor Lee, associate professor at Stanford GSE

AI in the classroom: Equity, creativity, and teaching

On this episode of School’s In, Victor Lee talks about the rise of generative AI in education and its implications for how we teach and learn.

Since generative artificial intelligence (AI) gained popularity two years ago and quickly found its way into school settings, there’s been concern over how to use the tool ethically and effectively in educational settings. Part of its adoption in the future will include figuring out what responsible AI use looks like, and how educators can best prepare students to navigate a world where AI plays a central role.

“It’s good to have conversations in school to talk about how AI works, that it’s a computer system trained on information that it happens to have available, and not all the information’s right,” said Victor Lee, associate professor at Stanford Graduate School of Education (GSE) and faculty lead for the Stanford Accelerator for Learning’s initiative on AI and Education.

On this episode of School’s In, Lee joins hosts GSE Dean Dan Schwartz and Senior Lecturer Denise Pope as they discuss the limits of generative AI, myths about its use, and what can be done to ensure its equitable use as an educational tool.

Lee’s research taps into research-practice partnerships and involves design, implementation, analysis, and the revision of new learning experiences in educational settings like schools, school districts, and libraries. Some of that work is being done through the CRAFT AI Literacy Resources Project, an initiative to develop and provide free curricular materials about AI to high school teachers.

“With CRAFT, we’re working with teachers from around the country to build lessons and resources (related to AI) that they can use,” Lee said. “And make it an open discussion in class to see how we can think about using this responsibly for all the different kinds of work that we expect our young people to be doing as they grow up.”

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Faculty mentioned in this article: Dan Schwartz, Denise Pope, Victor R. Lee

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