Category: integration

  • How an AI-generated song transformed my ELL classroom

    How an AI-generated song transformed my ELL classroom

    Key points:

    A trending AI song went viral, but in my classroom, it did something even more powerful: it unlocked student voice.

    When teachers discuss AI in education, the conversation often focuses on risk: plagiarism, misinformation, or over-reliance on tools. But in my English Language Learners (ELL) classroom, a simple AI-generated song unexpectedly became the catalyst for one of the most joyful, culturally rich, and academically productive lessons of the year.

    It began with a trending headline about an AI-created song that topped a music chart metric. The story was interesting, but what truly captured my attention was its potential as a learning moment: music, identity, language, culture, creativity, and critical thinking–all wrapped in one accessible trend.

    What followed was a powerful reminder that when we honor students’ voices and languages, motivation flourishes, confidence grows, and even the shyest learners can find their space to shine.

    Why music works for ELLs

    Music has always been a powerful tool for language development. Research consistently shows that rhythm, repetition, and melody support vocabulary acquisition, pronunciation, and memory (Schön et al., 2008). For multilingual learners, songs are more than entertainment–they are cultural artifacts and linguistic resources.

    But AI-generated songs add a new dimension. According to UNESCO’s Guidance for Generative AI in Education and Research (2023), AI trends can serve as “entry points for student-centered learning” when used as prompts for analysis, creativity, and discussion rather than passive consumption.

    In this lesson, AI wasn’t the final product; it was the spark. It was neutral, playful, and contemporary–a topic students were naturally curious about. This lowered the affective filter (Krashen, 1982), making students more willing to take risks with language and participate actively.

    From AI trend to multilingual dialogue

    Phase 1: Listening and critical analysis

    We listened to the AI-generated song as a group. Students were immediately intrigued, posing questions such as:

    “How does the computer make a song?”

    “Does it copy another singer?”

    “Why does it sound real?”

    These sparked critical thinking naturally aligned with Bloom’s Taxonomy:

    • Understanding: What is the song about?
    • Analyzing: How does it compare to a human-written song?
    • Evaluating: Is AI music truly ‘creative’?

    Students analyzed the lyrics, identifying figurative language, tone, and structure. Even lower-proficiency learners contributed by highlighting repeated phrases or simple vocabulary.

    Phase 2: The power of translanguaging

    The turning point came when I invited students to choose a song from their home language and bring a short excerpt to share. The classroom transformed instantly.

    Students became cultural guides and storytellers. They explained why a song mattered, translated its meaning into English, discussed metaphors from their cultures, or described musical traditions from home.

    This is translanguaging–using the full linguistic repertoire to make meaning, an approach strongly supported by García & Li (2014) and widely encouraged in TESOL practice.

    Phase 3: Shy learners found their voices

    What surprised me most was the participation of my shyest learners.

    A student who had not spoken aloud all week read translated lyrics from a Kurdish lullaby. Two Yemeni students, usually quiet, collaborated to explain a line of poetry.

    This aligns with research showing that culturally familiar content reduces performance anxiety and increases willingness to communicate (MacIntyre, 2007). When students feel emotionally connected to the material, participation becomes safer and joyful.

    One student said, “This feels like home.”

    By the end of the lesson, every student participated, whether by sharing a song, translating a line, or contributing to analysis.

    Embedding digital and ethical literacy

    Beyond cultural sharing, students engaged in deeper reflection essential for digital literacy (OECD, 2021):

    • Who owns creativity if AI can produce songs?
    • Should AI songs compete with human artists?
    • Does language lose meaning when generated artificially?

    Students debated respectfully, used sentence starters, and justified their opinions, developing both critical reasoning and AI literacy.

    Exit tickets: Evidence of deeper learning

    Students completed exit tickets:

    • One thing I learned about AI-generated music
    • One thing I learned from someone else’s culture
    • One question I still have

    Their responses showed genuine depth:

    • “AI makes us think about what creativity means.”
    • “My friend’s song made me understand his country better.”
    • “I didn’t know Kurdish has words that don’t translate, you need feeling to explain it.”

    The research behind the impact

    This lesson’s success is grounded in research:

    • Translanguaging Enhances Cognition (García & Li, 2014): allowing all languages improves comprehension and expression.
    • Self-Determination Theory (Deci & Ryan, 2000): the lesson fostered autonomy, competence, and relatedness.
    • Lowering the Affective Filter (Krashen, 1982): familiar music reduced anxiety.
    • Digital Literacy Matters (UNESCO, 2023; OECD, 2021): students must analyze AI, not just use it.

    Conclusion: A small trend with big impact

    An AI-generated song might seem trivial, but when transformed thoughtfully, it became a bridge, between languages, cultures, abilities, and levels of confidence.

    In a time when schools are still asking how to use AI meaningfully, this lesson showed that the true power of AI lies not in replacing learning, but in opening doors for every learner to express who they are.

    I encourage educators to try this activity–not to teach AI, but rather to teach humanity.

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  • Why every middle school student deserves a second chance to learn to read

    Why every middle school student deserves a second chance to learn to read

    Key points:

    Between kindergarten and second grade, much of the school day is dedicated to helping our youngest students master phonics, syllabication, and letter-sound correspondence–the essential building blocks to lifelong learning.

    Unfortunately, this foundational reading instruction has been stamped with an arbitrary expiration date. Students who miss that critical learning window, including our English Language Learners (ELL), children with learning disabilities, and those who find reading comprehension challenging, are pushed forward through middle and high school without the tools they need. In the race to catch up to classmates, they struggle academically, emotionally, and in extreme cases, eventually disengage or drop out.

    Thirteen-year-old Alma, for instance, was still learning the English language during those first three years of school. She grappled with literacy for years, watching her peers breeze through assignments while she stumbled over basic decoding. However, by participating in a phonetics-first foundational literacy program in sixth grade, she is now reading at grade level.

    “I am more comfortable when I read,” she shared. “And can I speak more fluently.”

    Alma’s words represent a transformation that American education typically says is impossible after second grade–that every child can become a successful reader if given a second chance.

    Lifting up the learners left behind 

    At Southwestern Jefferson County Consolidated School in Hanover, Ind., I teach middle-school students like Alma who are learning English as their second language. Many spent their formative school years building oral language proficiency and, as a result, lost out on systematic instruction grounded in English phonics patterns. 

    These bright and ambitious students lack basic foundational skills, but are expected to keep up with their classmates. To help ELL students access the same rigorous content as their peers while simultaneously building the decoding skills they missed, we had to give them a do-over without dragging them a step back. 

    Last year, we introduced our students to Readable English, a research-backed phonetic system that makes English decoding visible and teachable at any age. The platform embeds foundational language instruction into grade-level content, including the textbooks, novels, and worksheets all students are using, but with phonetic scaffolding that makes decoding explicit and systematic.

    To help my students unlock the code behind complicated English language rules, we centered our classroom intervention on three core components:

    • Rhyming: The ability to rhyme, typically mastered by age five, is a key early literacy indicator. However, almost every ELL student in my class was missing this vital skill. Changing even one letter can alter the sound of a word, and homographic words like “tear” have completely different sounds and meanings. By embedding a pronunciation guide into classroom content, glyphs–or visual diacritical marks–indicate irregular sounds in common words and provide key information about the sound a particular letter makes.
    • Syllabication patterns: Because our ELL students were busy learning conversational English during the critical K-2 years, systematic syllable division, an essential decoding strategy, was never practiced. Through the platform, visual syllable breaks organize words into simple, readable chunks that make patterns explicit and teachable.
    • Silent letter patterns: With our new phonics platform, students can quickly “hear” different sounds. Unmarked letters make their usual sound while grayed-out letters indicate those with a silent sound. For students frustrated with pronunciation, pulling back the curtain on language rules provided them with that “a-ha” moment.

    The impact on our students’ reading proficiency has been immediate and measurable, creating a cognitive energy shift from decoding to comprehension. Eleven-year-old Rodrigo, who has been in the U.S. for only two years, reports he’s “better at my other classes now” and is seeing boosts in his science, social studies, and math grades.

    Taking a new step on a nationwide level

    The middle-school reading crisis in the U.S. is devastating for our students. One-third of eighth-graders failed to hit the National Assessment of Educational Progress (NAEP) benchmark in reading, the largest percentage ever. In addition, students who fail to build literacy skills exhibit lower levels of achievement and are more likely to drop out of school. 

    The state of Indiana has recognized the crisis and, this fall, launched a new reading initiative for middle-school students. While this effort is a celebrated first step, every school needs the right tools to make intervention a success, especially for our ELL students. 

    Educators can no longer expect students to access grade-level content without giving them grade-level decoding skills. Middle-school students need foundational literacy instruction that respects their age, cognitive development, and dignity. Revisiting primary-grade phonics curriculum isn’t the right answer–educators must empower kids with phonetic scaffolding embedded in the same content their classmates are learning. 

    To help all students excel and embrace a love of reading, it’s time to reject the idea that literacy instruction expires in second grade. Instead, all of us can provide every child, at any age, the chance to become a successful lifelong reader who finds joy in the written word.

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  • 4 ways AI is empowering the next generation of great teachers

    4 ways AI is empowering the next generation of great teachers

    Key points:

    In education, we often talk about “meeting the moment.” Our current moment presents us with both a challenge and an opportunity: How can we best prepare and support our teachers as they navigate increasingly complex classrooms while also dealing with unprecedented burnout and shortages within the profession?

    One answer could lie in the thoughtful integration of artificial intelligence to help share feedback with educators during training. Timely, actionable feedback can support teacher development and self-efficacy, which is an educator’s belief that they will make a positive impact on student learning. Research shows that self-efficacy, in turn, reduces burnout, increases job satisfaction, and supports student achievement. 

    As someone who has spent nearly two decades supporting new teachers, I’ve witnessed firsthand how practical feedback delivered quickly and efficiently can transform teaching practice, improve self-efficacy, and support teacher retention and student learning.

    AI gives us the chance to deliver this feedback faster and at scale.

    A crisis demanding new solutions

    Teacher shortages continue to reach critical levels across the country, with burnout cited as a primary factor. A recent University of Missouri study found that 78 percent of public school teachers have considered quitting their profession since the pandemic. 

    Many educators feel overwhelmed and under-supported, particularly in their formative years. This crisis demands innovative solutions that address both the quality and sustainability of teaching careers.

    What’s often missing in teacher development and training programs is the same element that drives improvement in other high-performance fields: immediate, data-driven feedback. While surgeons review recordings of procedures and athletes get to analyze game footage, teachers often receive subjective observations weeks after teaching a lesson, if they receive feedback at all. Giving teachers the ability to efficiently reflect on AI-generated feedback–instead of examining hours of footage–will save time and potentially help reduce burnout.

    The transformative potential of AI-enhanced feedback

    Recently, Relay Graduate School of Education completed a pilot program with TeachFX using AI-powered feedback tools that showed remarkable promise for our teacher prep work. Our cohort of first- and second-year teachers more than doubled student response opportunities, improved their use of wait time, and asked more open-ended questions. Relay also gained access to objective data on student and teacher talk time, which enhanced our faculty’s coaching sessions.

    Program participants described the experience as “transformative,” and most importantly, they found the tools both accessible and effective.

    Here are four ways AI can support teacher preparation through effective feedback:

    1. Improving student engagement through real-time feedback

    Research reveals that teachers typically dominate classroom discourse, speaking for 70-80 percent of class time. This imbalance leaves little room for student voices and engagement. AI tools can track metrics such as student-versus-teacher talk time in real time, helping educators identify patterns and adjust their instruction to create more interactive, student-centered classrooms.

    One participant in the TeachFX pilot said, “I was surprised to learn that I engage my students more than I thought. The data helped me build on what was working and identify opportunities for deeper student discourse.”

    2. Freeing up faculty to focus on high-impact coaching

    AI can generate detailed transcripts and visualize classroom interactions, allowing teachers to reflect independently on their practice. This continuous feedback loop accelerates growth without adding to workloads.

    For faculty, the impact is equally powerful. In our recent pilot with TeachFX, grading time on formative observation assignments dropped by 60 percent, saving up to 30 hours per term. This reclaimed time was redirected to what matters most: meaningful mentoring and modeling of best practices with aspiring teachers.

    With AI handling routine analysis, faculty could consider full class sessions rather than brief segments, identifying strategic moments throughout lessons for targeted coaching. 

    The human touch remains essential, but AI amplifies its reach and impact.

    3. Scaling high-quality feedback across programs

    What began as a small experiment has grown to include nearly 800 aspiring teachers. This scalability can more quickly reduce equity issues in teacher preparation.

    Whether a teaching candidate is placed in a rural school or urban district, AI can ensure consistent access to meaningful, personalized feedback. This scalable approach helps reduce the geographic disparities that often plague teacher development programs.

    Although AI output must be checked so that any potential biases that come through from the underlying datasets can be removed, AI tools also show promise for reducing bias when used thoughtfully. For example, AI can provide concrete analysis of classroom dynamics based on observable actions such as talk time, wait time, and types of questions asked. While human review and interpretation remains essential–to spot check for AI hallucinations or other inaccuracies and interpret patterns in context–purpose-built tools with appropriate guardrails can help deliver more equitable support.

    4. Helping teachers recognize and build on their strengths

    Harvard researchers found that while AI tools excel at using supportive language to appreciate classroom projects–and recognize the work that goes into each project–students who self-reported high levels of stress or low levels of enjoyment said the feedback was often unhelpful or insensitive. We must be thoughtful and intentional about the AI-powered feedback we share with students.

    AI can also help teachers see what they themselves are doing well, which is something many educators struggle with. This strength-based approach builds confidence and resilience. As one TeachFX pilot participant noted, “I was surprised at the focus on my strengths as well and how to improve on them. I think it did a good job of getting good details on my conversation and the intent behind it. ”

    I often tell new teachers: “You’ll never see me teach a perfect lesson because perfect lessons don’t exist. I strive to improve each time I teach, and those incremental gains add up for students.” AI helps teachers embrace this growth mindset by making improvement tangible and achievable.

    The moment is now

    The current teacher shortage is a crisis, but it’s also an opportunity to reimagine how we support teachers.

    Every student deserves a teacher who knows how to meaningfully engage them. And every teacher deserves timely, actionable feedback.  The moment to shape AI’s role in teacher preparation is now. Let’s leverage these tools to help develop confident, effective teachers who will inspire the next generation of learners.

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  • 6 ways to make math more accessible for multilingual learners

    6 ways to make math more accessible for multilingual learners

    Key points:

    Math isn’t just about numbers. It’s about language, too.

    Many math tasks involve reading, writing, speaking, and listening. These language demands can be particularly challenging for students whose primary language is not English.

    There are many ways teachers can bridge language barriers for multilingual learners (MLs) while also making math more accessible and engaging for all learners. Here are a few:

    1. Introduce and reinforce academic language

    Like many disciplines, math has its own language. It has specialized terms–such as numerator, divisor, polynomial, and coefficient–that students may not encounter outside of class. Math also includes everyday words with multiple meanings, such as product, plane, odd, even, square, degree, and mean.

    One way to help students build the vocabulary needed for each lesson is to identify and highlight key terms that might be new to them. Write the terms on a whiteboard. Post the terms on math walls. Ask students to record them in math vocabulary notebooks they can reference throughout the year. Conduct a hands-on activity that provides a context for the vocabulary students are learning. Reinforce the terms by asking students to draw pictures of them in their notebooks or use them in conversations during group work.

    Helping students learn to speak math proficiently today will pay dividends (another word with multiple meanings!) for years to come.

    2. Incorporate visual aids

    Visuals and multimedia improve MLs’ English language acquisition and engagement. Picture cards, for example, are a helpful tool for building students’ vocabulary skills in group, paired, or independent work. Many digital platforms include ready-made online cards as well as resources for creating picture cards and worksheets.

    Visual aids also help MLs comprehend and remember content. Aids such as photographs, videos, animations, drawings, diagrams, charts, and graphs help make abstract ideas concrete. They connect concepts to the everyday world and students’ experiences and prior knowledge, which helps foster understanding.

    Even physical actions such as hand gestures, modeling the use of a tool, or displaying work samples alongside verbal explanations and instructions can give students the clarity needed to tackle math tasks.

    3. Utilize digital tools

    A key benefit of digital math tools is that they make math feel approachable. Many MLs may feel more comfortable with digital math platforms because they can practice independently without worrying about taking extra time or giving the wrong answer in front of their peers.

    Digital platforms also offer embedded language supports and accessibility features for diverse learners. Features like text-to-speech, adjustable speaking rates, digital glossaries, and closed captioning improve math comprehension and strengthen literacy skills.

    4. Encourage hands-on learning

    Hands-on learning makes math come alive. Math manipulatives allow MLs to “touch” math, deepening their understanding. Both physical and digital manipulatives–such as pattern blocks, dice, spinners, base ten blocks, and algebra tiles–enable students to explore and interact with mathematical ideas and discover the wonders of math in the world around them.

    Many lesson models, inquiry-based investigations, hands-on explorations and activities, and simulations also help students connect abstract concepts and real-life scenarios.

    PhET sims, for example, create a game-like environment where students learn math through exploration and discovery. In addition to addressing math concepts and applications, these free simulations offer language translations and inclusive features such as voicing and interactive descriptions.

    Whether students do math by manipulating materials in their hands or on their devices, hands-on explorations encourage students to experiment, make predictions, and find solutions through trial and error. This not only fosters critical thinking but also helps build confidence and perseverance.

    5. Use students’ home language as a support

    Research suggests that students’ home languages can also be educational resources. 

    In U.S. public schools, Spanish is the most commonly reported home language of students learning English. More than 75 percent of English learners speak Spanish at home. To help schools incorporate students’ home language in the classroom, some digital platforms offer curriculum content and supports in both English and Spanish. Some even provide the option to toggle from English to Spanish with the click of a button.

    In addition, artificial intelligence and online translation tools can translate lesson materials into multiple languages.

    6. Create verbal scaffolds

    To respond to math questions, MLs have to figure out the answers and how to phrase their responses in English. Verbal scaffolds such as sentence frames and sentence stems can lighten the cognitive load by giving students a starting point for answering questions or expressing their ideas. This way, students can focus on the lesson content rather than having to spend extra mental energy figuring out how to word their answers.

    Sentence frames are often helpful for students with a beginning level of English proficiency.

    • A square has            sides.  
    • An isosceles triangle has at least             equal angles.

    Sentence stems (a.k.a. sentence starters) help students get their thoughts going so they can give an answer or participate in a discussion. 

    • The pattern I noticed was                               .               
    • My answer is                               . I figured it out by                               .

    Whether online or on paper, these fill-in-the-blank phrases and sentences help students explain their thinking orally or in writing. These scaffolds also support academic language development by showing key terms in context and providing opportunities to use new vocabulary words.

    Making math welcoming for all

    All students are math language learners. Regardless of their home language, every student should feel like their math classroom is a place to learn, participate, contribute, and grow. With the right strategies and tools, teachers can effectively support MLs while maintaining the rigor of grade-level content and making math more accessible and engaging for all.

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  • 6 recommendations for AI in classrooms

    6 recommendations for AI in classrooms

    Key points:

    As states move forward with efforts to adopt artificial intelligence, the nonprofit Southern Regional Education Board’s Commission on AI in Education has released its first six recommendations for schools and postsecondary institutions.

    Because of its broad membership, regional breadth, early creation and size, SREB President Stephen L. Pruitt said the commission is poised to produce critical recommendations that will inform not only Southern education decision makers but those throughout the nation.

    “AI is fundamentally changing the classroom and workplace,” Pruitt said. “With that in mind, this commission is working to ensure they make recommendations that are strategic, practical and thoughtful.”

    The commission is set to meet for another year and plans to release a second set of recommendations soon. Here are the first six:

    Policy recommendation #1: Establish state AI networks
    States should establish statewide artificial intelligence networks so people, groups and agencies can connect, communicate, collaborate and coordinate AI efforts across each state. These statewide networks could eventually form a regional group of statewide AI network representatives who could gather regularly to share challenges and successes.

    Policy recommendation #2: Develop targeted AI guidance
    States should develop and maintain targeted guidance for distinct groups using, integrating or supporting the use of AI in education. States should include, for example, elementary students, middle school students, high school students, postsecondary students, teachers, administrators, postsecondary faculty and administrators and parents.

    Policy recommendation #3: Provide high-quality professional development
    State K-12 and postsecondary agencies should provide leadership by working with local districts and institutions to develop plans to provide and incentivize high-quality professional development for AI. The plans should aim to enhance student learning.

    Policy recommendation #4: Integrate into standards & curricula
    States should integrate into statewide K-12 standards and curricula the AI knowledge and skills students need to prepare them for success in the workforce.

    Policy recommendation #5: Assess local capacity and needs
    States should develop and conduct AI needs assessments across their states to determine the capacity of local districts, schools and postsecondary institutions to integrate AI successfully. These should be designed to help states determine which institution, district or school needs state support, what type of support and at what level. 

    Policy recommendation #6: Develop resource allocation plans
    States should develop detailed resource allocation plans for AI implementation in schools, school districts and institutions of postsecondary education to ensure that the implementation of AI is successful and sustainable.
    These plans should inform state fiscal notes related to education and AI.

    The 60-plus member commission was established in February of 2024. Members include policymakers and education and business leaders throughout the 16-state SREB region.

    For more information about the commission please see the following links:

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  • Carousel Digital Signage Integrates with CrisisGo to Empower Safer School Communities

    Carousel Digital Signage Integrates with CrisisGo to Empower Safer School Communities

    MINNEAPOLIS, MINNESOTA – Carousel Digital Signage announces a new technology partnership with CrisisGo that enables K-12 schools and businesses to deliver emergency alerts and other safety messages to digital displays with immediacy. The integration is enabled through an open API that triggers visual alerts, interactive maps and more to Carousel Cloud digital signage networks via the Common Alerting Protocol (CAP), a global standard that supports the digital exchange of emergency alerts and public warnings over multiple networks.

    CrisisGo’s Safety iResponse platform offers a comprehensive suite of advanced alerting software and tools that empower school districts to create safer and more secure learning environments. Its features include real-time alerting, incident management and parent notification, all of which combine to help schools respond to emergencies in an efficient and effective manner. The platform also immediately shares emergency alerts with local law enforcement when police assistance is needed.

    Direct integration of the two software platforms on a common IT network ensures consistent monitoring of incoming triggers from Safety iResponse to Carousel Cloud. Upon recognizing an incoming alert, Carousel Cloud disseminates the active alert as a priority for instant takeover of all  targeted screens. Upon resolution, Carousel Cloud immediately removes the alert and resumes normal operations, eliminating the need to schedule expiration times or manually clear the system. That accelerates the important process of reunification to ensure all students, teachers and other staff members are accounted for and safe.

    “Carousel Cloud’s ability to recognize an all-clear message is a differentiator from other digital signage solutions that we have evaluated,” said Jacob Lewis, Chief Security Officer, CrisisGo. “Carousel Cloud will also recognize the type of event our system is addressing and exactly where the alerts need to go, which could be select screens, schoolwide, or across an entire multi-campus network. This seamless interoperability represents an important step in our multimodal strategy for mass notification, which also includes delivery to all computers and mobile devices that are connected to our software.”

    The CrisisGo partnership represents the latest technology integration between Carousel Digital Signage and emergency alerting platforms aimed at strengthening school safety in K-12 environments. Lewis says that while K-12 remains the top priority for CrisisGo’s integrated solution with Carousel, he anticipates potential expansion into other verticals including corporate enterprise and manufacturing.

    “Our collaboration with CrisisGo represents the next step in our efforts to keep students and faculty informed, safe and resilient across all grade levels,” said Eric Henry, SVP of Business Architecture, Carousel Digital Signage. “Carousel Cloud’s open platform enables clean and reliable interoperability with CrisisGo, and our common integration with the CAP protocol ensures immediate dissemination of important visual alerts that will help school districts keep all campuses safe and secure.”

    About Carousel Digital Signage

    Carousel is Digital Signage Content Management Software that is easy to use, scalable, and reliable. With a deep feature set and strong technology partnerships Carousel gives you the most value in digital signage. Carousel Digital Signage is a division of Tightrope Media Systems. You can reach the Carousel team at (866) 866-4118, or visit  www.carouselsignage.com.

    About CrisisGo

    CrisisGo has been leading the K-12 industry since 2013, setting the standard for school safety. Our comprehensive emergency and safety management platform empowers schools with real-time alerting, incident management, visitor management, threat and behavioral intervention features, and reunification solutions. CrisisGo also offers comprehensive training to equip staff and teachers with handling emergencies. CrisisGo consistently innovates to enhance K-12 security, partnering with educators and administrators to create safe and nurturing learning environments and redefining school safety for a brighter future in education.

    eSchool News Staff
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  • for Generative AI Integration into Education – Sovorel

    for Generative AI Integration into Education – Sovorel

    I’m very happy and excited to share that I have released a new book that is geared specifically to helping universities, as well as all educational institutions, with the very important topic of generative AI integration into education. This is a vital process that higher education and all places of learning need to address in order to become and stay relevant in a world that so filled with AI. All of us in academia must develop AI Literacy skills in order to fully develop these skills within our students. If educational institutions do not integrate this important process now, then they will not be properly setting up their students for success. This book specifically provides an action plan to help educational institutions be part of the solution and to better ensure success.

    Here is a video trailer for the 9 Point Action Plan: for Generative AI Integration into Education book:

    Table of contents for the 9 Point Action Plan: for Generative AI Integration into Education book that is now available as an ebook or printed book at Amazon: https://www.amazon.com/Point-Action-Plan-Generative-Integration/dp/B0D172TMMB

    TABLE OF CONTENTS

    1. Chapter 1: Institutional Policies
      • Examples
      • Policy Examples
      • Implementation
    2. Chapter 2: Leadership Guidance on Utilization of Generative AI
      • Examples
      • Michigan State University Example
      • Yale University Example
      • Template Example: Leadership Guidance on Generative AI in Education
      • Implementation
    3. Chapter 3: Training
      • Faculty Training
      • Staff Training
      • Student Training
      • Examples
      • American University of Armenia Example
      • Arizona State University Example
      • Other Examples
      • Implementation
    4. Chapter 4: Generative AI Teaching & Learning Resources
      • Examples
      • University of Arizona
      • American University of Armenia
      • The University of California Los Angeles (UCLA)
      • Implementation
    5. Chapter 5: Outside Information/Confirmation
      • Bring in an Outside Speaker, Presenter, Facilitator
      • Examples
      • Obtain Employers’/Organizations’ Views & Ideas on Needed AI Skills
      • Implementation
    6. Chapter 6: Syllabus AI Use Statement
      • Examples
      • Tuffs University Example
      • Vanderbilt College of Arts and Science
      • American University of Armenia Example
      • Implementation
    7. Chapter 7: Strategic Plan Integration
      • Components of a Good Strategic Plan and AI Considerations
      • Environmental Analysis
      • Review of Organizational Vision/Mission
      • Identification of Strategic Goals and Objectives
      • Key Performance Indicators
      • Integration of AI Literacy into the Curriculum
      • Example: White Paper: Integration of AI Literacy into Our Curriculum
    8. Chapter 8: Integration Observation and Evaluation
    9. Chapter 9: Community Outreach
      • Example Benefits of Community Outreach
      • Implementation
    10. Chapter 10: Conclusion and Call to Action
    11. Glossary
    12. References
    13. Additional Resources

    As with all of my books, please reach out if you have any questions. I can be found on LinkedIn and Twitter. I also respond to all comments placed this blog or through YouTube. Please also join the Sovorel Center for Teaching and Learning Facebook page where I post a lot of updates.

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