Education Commons^™

On Human-Centered Ai In Education, Sai Gattupalli, Robert W. Maloy

College of Education Working Papers and Reports Series

As AI advances, human-centered principles are key to harnessing its benefits ethically. We explore scaling human-centered AI to enrich education. Thoughtfully implemented, AI could enable personalized, equitable learning and amplify teachers’ strengths, and also facilitate more intuitive human-AI collaboration. However, benefits require mitigating risks around privacy, bias, transparency, and social-emotional impacts. Multidisciplinary teams should research embedding ethics into systems. Policymakers need to develop guardrails for privacy, fairness and accountability. Schools should pilot applications cautiously and demand explainable AI. Diverse voices must guide tool development to enhance autonomy and inclusion. With care, human-centered AI may propel an educational renaissance that uplifts …

The Art And Science Of Promptgramming, Sai Gattupalli

College of Education Working Papers and Reports Series

In this paper, I explore the emerging field of Promptgramming, a technique essential for harnessing the potential of generative AI. Promptgramming involves crafting strategic prompts to guide AI systems, a skill that becomes increasingly crucial as AI tools become more integrated into our daily technological landscape, particularly in education. I discuss the core principles and best practices of Promptgramming, emphasizing its importance in creating personalized and engaging educational content. Additionally, I address the ethical considerations and challenges that arise with the integration of AI in education, such as academic integrity, bias, privacy, and misinformation. Looking towards the future, I highlight …

Prompt Literacy: A Pivotal Educational Skill In The Age Of Ai, Sai Gattupalli, Robert W. Maloy, Sharon A. Edwards

College of Education Working Papers and Reports Series

Prompt literacy signifies a major leap in education, offering a potent tool to interact with generative AI systems. As an emerging necessity in the 21st century and beyond, it encompasses the formulation, interpretation, and analysis of AI prompts. Poised to be foundational for all future generations, this discourse brings to light its emergence in parallel with generative AI and its transformative role in pedagogical contexts for the coming decades and beyond.

Prompt Literacy For Stem Educators. Enhance Your Teaching And Learning With Generative Ai, Sai Gattupalli, Robert W. Maloy, Sharon Edwards, Alexandra Gearty

College of Education Working Papers and Reports Series

Understanding Prompt Literacy and Its Role in STEM Education

● Workshop focuses on prompt literacy, a pivotal skill for educators in the digital age.

● Discuss fundamentals of prompt crafting, interpret and critique AI prompts

● Hands-on activities for prompt crafting, using CAST model

● Workshop participant backgrounds include:

• Edtech, speech-language, GenEd, Special Ed, Inclusion, AP Language, English, Business, World Languages, STEM Education, and more, across various grade levels

Developing A Culturally-Responsive Coding Scheme For Game Design, Sai Gattupalli

College of Education Working Papers and Reports Series

This research seeks to advance culturally-responsive computing education (Eglash et al., 2013) by creating an instrument to systematically analyze manifestations of students’ cultural contexts within the collaborative artifacts they produce using the WL curriculum learning activities. With an aim to develop an analytical “tool” to identify, categorize, describe and study cultural signatures in WL game design rtifacts, the RQ becomes:

RQ: How can Pusch’s seminal framework of cultural dimensions inform systematic analysis methodology to decode students’ localized cultural contexts, worlds views, and self-conceptions reflected through their collaborative game designs using the WearableLearning education technology across 3 countries?

How Translanguaging Can Transform Teacher Education: Using Communicative Repertoires For Teacher Education In Colombia, Rosa A. Medina Riveros

College of Education Working Papers and Reports Series

Using multimodal and digital ethnography, this year-long study makes visible how a community of seven Colombian English language teachers collaborate to make sense of, and use multilingual, multimodal, and digital literacy resources in innovative ways. This study draws on critical multilingualism, translanguaging, and communicative repertoires to respond to this question: How do teachers negotiate and co-construct multilingual, multimodal, and digital strategies for language learning in a Colombian university? Translanguaging and communicative repertoires are powerful theoretical and pedagogic tools that illuminate how to navigate semiotic and digital diversity in education. With translanguaging, García and Li (2014) advocate for the active and …