Chapter 5: Teaching AI could help teachers to customize and personalize materials for their students, leveraging the teacher’s understanding of student needs and strengths. It is time consuming to customize curricular resources, and teachers are already exploring how AI chatbots can help them design additional resources for their students. An elementary school teacher could gain powerful supports for changing the visuals in a storybook to engage their students or for adapting language that poorly fits local manners of speaking or even for modifying plots to incorporate other dimensions of a teacher’s lesson. In the Learning section, we noted that AI could help identify learner strengths. For example, a mathematics teacher may not be aware of ways in which a student is making great sense of graphs and tables about motions when they are in another teacher’s physics classroom and might not realize that using similar graphs about motion could help with their linear function lesson. AI might help teachers when they seek to reflect student strengths by creating or adapting instructional resources. Yet, the broad equity challenges of avoiding algorithmic discrimination while increasing community and cultural responsiveness must be approached within the four foundations we earlier outlined: human in the loop, equity, safety and effectiveness, and evaluation of AI models. We cannot expect AI models to respect cultural responsiveness. The Department is particularly concerned that equity is something that engaged educators and other responsive adults are in the best position to address and something that is never solely addressable as a computational problem. 5.8. Questions worth Asking About AI for Teaching 56 | P a g e
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