Someone asked if I might consider serving on a panel discussing AI in K12 education. It occurred to me to ask ChatGPT 4o for a panel script. Since the result was a bit overly positive, I had to add an oppositional perspective to original output. I wanted to include topics like fears of AI in education, energy needs, climate impact, and economic considerations.
This is the result below…as I read it, I can’t help but ask, “What’s missing? How could this have been more real?”
Updated 5/18/2024; 9:06 AM (CST)
Moderator:
“Good morning, everyone, and welcome to the Alamo STEM Ecosystem monthly meeting. Today, we’re excited to discuss AI education at the K-12 level, along with some critical considerations regarding its implementation. Our panel includes experts from industry, universities, K-12 education, and an opposition perspective. Let’s dive into the discussion. Henry, could you start by telling us about the current state of AI education in K-12 schools?”
Henry:
“Sure, I’d be happy to. Right now, AI education at the K-12 level is still in its early stages. While there are some programs and resources available, it’s not yet widespread. We need more comprehensive efforts to ensure that students are prepared for an AI-driven future. But as we delve deeper, it’s important to consider some of the fears and concerns surrounding AI in education, such as the potential for AI to replace critical brain processing in students.”
Industry Expert:
“I agree, Henry. From an industry perspective, we see a huge demand for AI skills in the workforce. It’s crucial that we start building these skills early on. One way we can do this is by creating partnerships between schools and tech companies to provide real-world applications and experiences for students. However, we must also address concerns like the environmental impact of AI, its energy consumption, and the per-student cost of AI education tools.”
University Expert:
“Absolutely. At the university level, we’ve been working on developing curriculum and resources that can be adapted for K-12 use. For instance, we’ve created modules that introduce basic AI concepts through hands-on projects and interactive learning. However, as Melanie Trecek-King points out, confirmation bias can lead us to draw conclusions without robust evidence. AI in education is no exception. The fears that students might rely on AI to the detriment of their critical thinking skills need to be backed by solid evidence.”
Opposition Expert:
“While I understand the enthusiasm for integrating AI into K-12 education, I have several concerns. First, there’s the issue of equity. Not all schools have the same level of access to technology and resources, which could widen the gap between well-funded schools and those that are under-resourced. Additionally, the energy needs of AI are significant. AI systems require a lot of computational power, which translates to higher energy consumption, increased water usage for cooling, and a substantial carbon footprint. This not only increases costs but also has a climate impact.”
K-12 Educator:
“In the classroom, it’s important to balance the benefits of AI with its costs and environmental impact. We can start by integrating AI in ways that maximize its educational value while being mindful of resource usage. This might mean using AI tools selectively and ensuring that we’re teaching students about the environmental implications of technology. Also, we need to be wary of over-reliance on AI, which can lead to a loss of critical thinking and creativity among students.”
Moderator:
“These are all excellent points. Henry, how do you see the role of initiatives in addressing these challenges?”
Henry:
“Initiatives should focus on providing comprehensive resources and training for teachers, ensuring that both educators and students are equipped with the necessary tools and knowledge. Partnerships with industry and universities can bring in expertise and real-world applications that enhance the learning experience. It’s crucial to make AI education accessible and engaging for all while considering the environmental and economic impacts. For instance, we should be aware of the per-student cost for AI education tools and strive to make these tools more affordable.”
Industry Expert:
“My key takeaway would be to seek out partnerships with local tech companies. These partnerships can provide valuable resources and real-world insights that make AI education more relevant and exciting for students. However, we must also work on making AI systems more energy-efficient to mitigate their environmental impact.”
University Expert:
“Mine would be to start small and build on what you have. Integrate AI concepts into existing subjects and gradually expand as you become more comfortable with the material. There are plenty of resources available to help you get started. And always remember to base your conclusions on solid evidence, avoiding the trap of confirmation bias.”
K-12 Educator:
“I’d say don’t be afraid to experiment and learn alongside your students. AI is a rapidly evolving field, and it’s okay not to have all the answers. Embrace the journey of learning together. But also be aware of the ethical and environmental implications of AI use.”
Opposition Expert:
“While exploring AI education, always consider the ethical implications and strive for inclusivity. Ensure that all students have equal access to the technology and protect their data privacy at all costs. Additionally, remain aware of the environmental and economic costs and work towards sustainable solutions. Also, be cautious of confirmation bias; ensure that any fears or enthusiasm for AI are backed by robust evidence.”
Henry:
“Finally, I’d emphasize the importance of ongoing professional development. Stay informed about the latest advancements in AI and continuously seek out opportunities to enhance your skills and knowledge. And ensure that any implementation of AI is done responsibly, considering both its benefits and its potential drawbacks.”
Moderator:
“Thank you all for your insights. This has been a very informative discussion. Now, let’s open the floor to questions from our attendees.”
This script includes Henry’s name and provides a comprehensive discussion on the state and future of AI education at the K-12 level, including the fears of AI, confirmation bias, energy needs, climate impact, per-student costs, and a balanced view with both supportive and oppositional perspectives.Here’s a revised script incorporating the discussions on the fears of AI in education, energy needs, climate impact, and economic considerations:
Moderator:
“Good morning, everyone, and welcome to the Alamo STEM Ecosystem monthly meeting. Today, we’re excited to discuss AI education at the K-12 level, along with some critical considerations regarding its implementation. Our panel includes experts from industry, universities, K-12 education, and an opposition perspective. Let’s dive into the discussion. Henry, could you start by telling us about the current state of AI education in K-12 schools?”
Henry:
“Sure, I’d be happy to. Right now, AI education at the K-12 level is still in its early stages. While there are some programs and resources available, it’s not yet widespread. We need more comprehensive efforts to ensure that students are prepared for an AI-driven future. But as we delve deeper, it’s important to consider some of the fears and concerns surrounding AI in education, such as the potential for AI to replace critical brain processing in students.”
Industry Expert:
“I agree, Henry. From an industry perspective, we see a huge demand for AI skills in the workforce. It’s crucial that we start building these skills early on. One way we can do this is by creating partnerships between schools and tech companies to provide real-world applications and experiences for students. However, we must also address concerns like the environmental impact of AI, its energy consumption, and the per-student cost of AI education tools.”
University Expert:
“Absolutely. At the university level, we’ve been working on developing curriculum and resources that can be adapted for K-12 use. For instance, we’ve created modules that introduce basic AI concepts through hands-on projects and interactive learning. However, as Melanie Trecek-King points out, confirmation bias can lead us to draw conclusions without robust evidence. AI in education is no exception. The fears that students might rely on AI to the detriment of their critical thinking skills need to be backed by solid evidence.”
Opposition Expert:
“While I understand the enthusiasm for integrating AI into K-12 education, I have several concerns. First, there’s the issue of equity. Not all schools have the same level of access to technology and resources, which could widen the gap between well-funded schools and those that are under-resourced. Additionally, the energy needs of AI are significant. AI systems require a lot of computational power, which translates to higher energy consumption, increased water usage for cooling, and a substantial carbon footprint. This not only increases costs but also has a climate impact.”
K-12 Educator:
“In the classroom, it’s important to balance the benefits of AI with its costs and environmental impact. We can start by integrating AI in ways that maximize its educational value while being mindful of resource usage. This might mean using AI tools selectively and ensuring that we’re teaching students about the environmental implications of technology. Also, we need to be wary of over-reliance on AI, which can lead to a loss of critical thinking and creativity among students.”
Moderator:
“These are all excellent points. Henry, how do you see the role of initiatives in addressing these challenges?”
Henry:
“Initiatives should focus on providing comprehensive resources and training for teachers, ensuring that both educators and students are equipped with the necessary tools and knowledge. Partnerships with industry and universities can bring in expertise and real-world applications that enhance the learning experience. It’s crucial to make AI education accessible and engaging for all while considering the environmental and economic impacts. For instance, we should be aware of the per-student cost for AI education tools and strive to make these tools more affordable.”
Industry Expert:
“My key takeaway would be to seek out partnerships with local tech companies. These partnerships can provide valuable resources and real-world insights that make AI education more relevant and exciting for students. However, we must also work on making AI systems more energy-efficient to mitigate their environmental impact.”
University Expert:
“Mine would be to start small and build on what you have. Integrate AI concepts into existing subjects and gradually expand as you become more comfortable with the material. There are plenty of resources available to help you get started. And always remember to base your conclusions on solid evidence, avoiding the trap of confirmation bias.”
K-12 Educator:
“I’d say don’t be afraid to experiment and learn alongside your students. AI is a rapidly evolving field, and it’s okay not to have all the answers. Embrace the journey of learning together. But also be aware of the ethical and environmental implications of AI use.”
Opposition Expert:
“While exploring AI education, always consider the ethical implications and strive for inclusivity. Ensure that all students have equal access to the technology and protect their data privacy at all costs. Additionally, remain aware of the environmental and economic costs and work towards sustainable solutions. Also, be cautious of confirmation bias; ensure that any fears or enthusiasm for AI are backed by robust evidence.”
Henry:
“Finally, I’d emphasize the importance of ongoing professional development. Stay informed about the latest advancements in AI and continuously seek out opportunities to enhance your skills and knowledge. And ensure that any implementation of AI is done responsibly, considering both its benefits and its potential drawbacks.”
Moderator:
“Thank you all for your insights. This has been a very informative discussion. Now, let’s open the floor to questions from our attendees.”