Introducing Artificial Intelligence in the Classroom

Growing up when sci-fi ruled the world with fictional narratives of intergalactic space travel, robots, and Artificial Intelligence; my 12 year old self would be disappointed that we can’t be served breakfast by AI robots in a biodome on Mars by now. While science hasn’t quite delivered those sci-fi dreams, the emergence of AI has definitely arrived and left us wondering, “what now?”  Artificial Intelligence is a booming field of study with lots of controversy and confusion; especially for educators and schools. Questions that we have heard from schools and educators are:

  • Should we even teach AI?
  • How do we get started with AI?
  • How can we install JavaScript libraries for neural networks (like ML5)?
  • How can we ensure security and privacy with AI deployments?

As you can tell from the questions, there are varying groups from users that know quite a bit about AI, to those that are just interested in learning more. Let’s break it down in an easy-to-understand way and answer these questions so you can make informed choices about implementing AI for your students and schools.

AI is here, whether we like it or not. Our philosophy at BSD Education is to empower learners with the skills and knowledge to make AI technology solutions that also respect users by reflecting on empathy and ethical concerns of AI development. We do this by providing students with real AI software to work with in guided projects that teach students how to, for example: install JavaScript libraries (like ML5) for Natural Language Processing or how to set up an AI system that can make predictive sounds with a drum machine. Lessons that we teach are coupled with classroom activities on topics about the critical issues of bias in AI algorithms, security, privacy, current research in the field of AI and more. 

We strongly feel that adding the ethical implications and empathy of understanding how AI is being used is vital to prepare students for the not-so-distant future of advanced AI robots and intergalactic space travel. This is a message that we purposefully weave into our curriculum because we value the teaching of empathy as a critical skill needed to prepare conscious global citizens who will be charged with building the future while using technologies like AI.

Don’t know where to start with AI at your school? That’s okay, it’s a complex subject that requires careful consideration and understanding. To answer the first question “should we even teach AI?”, I think that students should be taught about AI, and then, when ready, how to use AI and how to program using AI tools.

If you are looking for a great intro to AI and the ethics of AI, try this free and open-source resource from MIT that teaches middle school students about algorithms and how sites like YouTube, Spotify and Netflix use those algorithms to suggest new content to users. This could be a great starting point for a discussion about AI in your classrooms that can be easily implemented and taught.

If you want to dig deeper into the ethics of AI and current research on bias in algorithms, check out the work of the Algorithmic Justice League and start by watching this video about racial bias in AI facial recognition. It is important for students to understand the harmful side effects of some AI software that are currently in use.

Starting conversations with students about the social implications of AI leads to a better understanding of the subject and allows room for critical conversations about the future of technologies like AI.  By inviting students to explore ethical concerns and dilemmas, we are opening the door for conversations to be about humanity just as much as it is about the technology.

So whether you are just dipping your toes in the water with AI or you’re ready to start a project with AI libraries and pre-trained neural networks, it is best to approach the issue by painting the full picture of the technology and the social implications of AI by exploring these topics with fellow educators and students. Want to learn more and join the conversation? Join the #AIEthics chat on Twitter and catch up with what you have missed so far, here. 

If you are interested in learning more about our AI curriculum offerings from BSD Education, please reach out to us here or reach out to me at mb@bsd.education.

The True Meaning of Digital Citizenship

The world is now a genuinely digital place. Billions of people worldwide communicate digitally, work digitally, learn digitally, and even play digitally every day. Your students were probably exposed to a tablet or smartphone very early and have grown up using technology. However, for the majority of your students, the digital space is their modern-day playground. Of course, all of our students are already digital citizens. But the critical question to ask is: do they understand digital citizenship?

Without any guidance, we can’t expect students to navigate the far-reaching digital space with so much potential. So it is vital that we, as educators, prepare them for a future where technology is everywhere and help them navigate the digital space positively. This is where digital citizenship comes in.

Digital citizenship is a broad and varied topic that students can interpret in numerous ways. For us at BSD Education, we agree with Richard Culatta from ISTE, who believes that schools need to shift the way they think about and teach students to be good digital citizens.

All too often, digital citizenship is focused just on online safety or what not to do in the digital space. Of course, these are important lessons, but we need to focus on the potential of being a digital citizen. As Culatta says, digital citizenship should use technology to make the world a better place for ourselves and others. 

A ‘good’ digital citizen should see the world as an interconnected community of a range of different people and understand that technology can be used to benefit ourselves, but more importantly, for others.

Digital citizens will have the skills and knowledge to communicate and consume in the digital space. But, still, vitally, they will have the skills and expertise to solve problems and create solutions. 

Educators cannot teach this level of understanding in just one-off classes. Instead, it needs to be explored and explained as a way of thinking and integrated across classes and content areas. 

What are your thoughts on Digital Citizenship? Has your school integrated Digital Citizenship into the curriculum yet? Feel free to discuss with me at cb@bsd.education, and we could feature you in our upcoming articles!

Advantages of Real World Technology Camps: App Development

Technology camps are a creative and inspiring way to expose children to a variety of real-world skills that will benefit them in the future. Not only will they be learning something new, but technology camps also allow children to explore areas of interest that they may not have experienced at home or at school.

In our current digital era, people of all ages use apps every day intrinsic to their ways of life in their daily lives. However, what is an app exactly? Why do people choose to build apps instead of websites? What does it take to build an app? What makes an app “great”? These are all questions that kids will have the opportunity to explore by attending App Development Camps.

Beyond simply learning how to code, creating a mobile app also encourages children to foster skills in a variety of areas. This includes tech-related skills such as programming, UX (user experience) design, UI (user interface) design, and soft skills such as creativity, resilience, computational thinking, and communication.

Let’s take a look at some of the real-world skills your child will learn if he/she/they enroll for an App Development Camp:

Coding

To build an app, students will learn to code using languages such as HTML, CSS, JavaScript, as well as using coding “libraries” and “frameworks” (these are large bodies of code create by teams of professionals to make complicated but frequently used things we want to create easier and faster to build). Learning how to code teaches kids computational thinking, adaptability, organization, and also how to be focused and thorough when completing tasks – that’s because one small error in your coding syntax might cause a bug in your app!

Problem-solving

Throughout the process of building their app, children will encounter challenges such as their code not working, not knowing how to make their code perform a specific action, or not understanding specific parts of their code. This means that they will have to devise different solutions, whether that’s collaborating with their peers, researching online, or figuring out how to synthesize the coding syntax that they’ve learned to test a different approach.

Fosters empathy

Deciding to create an app means that developers must place themselves in the shoes of their users, and adopt a variety of perspectives. Developers must consider a number of questions, such as: “Will my app be easy to use?”, “Why will people want to use my app?”, “Who will want to use my app?” and “What problem(s) will my app help solve?”. The success of an app depends on the experience of its users, and kids will learn that app development is not about creating an app for themselves, but rather, apps can be solution and community-driven, and are built to solve problems and help others.

Communication

At the end of a BSD App Development Camp, all the kids are required to present their app – what they built, why they built it, and how they built it. Not only does this allow them to reflect on their entire camp experience as a whole, but presentations help build confidence by showcasing their hard work, improve their public speaking skills, and demonstrate to them that their work is valued and recognized.

Technology is ingrained in nearly every aspect of our lives today. Learning to build apps is a fun, engaging, and unique activity that exposes children to a variety of disciplines empowers them with digital skills required to succeed in the future and deepens their understanding of the world around them. They are able to socialize and make new friends in a fun and collaborative environment and create an app that they can take home to show their friends and family that might even solve a problem for their community, or be a unique portfolio piece for a school, college, internship or job application in the future.

If you are interested in bringing our App Development Camps into your schools, let us know by contacting us here.

Bring Technology Learning In Your Subject

Technology learning is already fundamental to every industry and this will only increase. We can’t ignore the way the world is going or the facts: 65% of children entering primary school today will do jobs that don’t yet exist.

At BSD Education, we believe there are three core reasons that more educators should bring technology into their subjects. This is especially true if those subjects aren’t traditionally technical. Read on for our top three!

1. It prepares students to be future-ready

For students to succeed in the future, it is critical they learn digital skills. Some schools believe that this can be done through a computing class or an after-school club. But in the real world, technology touches everything and impacts everyone.

It needs to be infused across subjects so students can make connections, follow their interests and understand how to apply technology to build solutions across contexts.

2. It increases engagement

Not only does it provide students the opportunities they need to succeed in the future, but teaching digital skills will also increase engagement with your subject. Teachers we have trained have reported that students are more engaged in classes using BSD Online and our curriculum. It can enable a more interactive learning environment and helps make the learning more authentic.

Students can struggle with the real-world context of some topics and a common question is ‘Why are we learning this?’. Allowing your students to explore, build and create with it helps to make the connection to the real world much stronger and helps to pique students’ interest.

3. It develops vital soft skills

Point 1 highlighted the importance of learning technical skills to help students succeed in the future. However, the skills developed by bringing technology learning into your subject don’t stop there. Technology learning expands the mindsets of young people by developing ‘21st-century skills. By focusing on designing real-world products, students are learning how to apply technology, developing a range of critical competencies. For example:

When creating a solution or product, students often have to work together to combine complementary skills and must always consider whether the end product is actually going to work for the end-user. Students, therefore, need to work with others to: determine who will do what; understand potential users’ requirements; request and act on feedback; and share information about what they have designed and built.

None of this can be done without communication and collaboration skills.


Creativity links to building with technology in two main ways: Creativity in problem solving and creativity in design. When solving a real-world problem, students need to think creatively about how to solve it using a technological solution. Once students have decided on the product or solution, they need to think about the best way to design it. Thinking about the end-user, they need to consider user experience and user interface – nobody wants to use a poorly design product.

Computational thinking t
akes complex problems and breaks them into tiny pieces, which is exactly what students have to do when they are deciding how to use technology to provide solutions. In a rapidly changing future, students will have to solve problems constantly to adapt to the world around them.

Bringing technology learning into your subject is a win-win. Your classes will be more inspiring and engaging, whilst also giving your students the skills and competencies they need to succeed in their futures.

To find out how BSD empowers all teachers to bring technology learning into their classroom and give their students the tools of tomorrow, get in touch!

Education Technology vs. Technology Education

As educators, we want to bring our students the most relevant and engaging learning experience to prepare for the future. Furthermore, providing “meaningful digital activities” within courses is effective, and what does this mean? Where do you start? First of all, let’s debunk the differences between Education Technology (EdTech) versus Technology Education (Tech-Ed).

To boost the learning process in STEM, teachers use search engines to conduct research or write using Google Docs. Through EdTech, students use appropriate technology tools to do a traditional classroom activity more effectively, efficiently, or engagingly.

However, while using technology to improve formal education, many teachers are not changing “what” students learn. Unfortunately, many teachers are not changing “what” students learn by using technology to improve formal education. We need to teach our students to create rather than consume.

To learn more about how technology works, we recommend studying technology education which encompasses coding and programming, technology innovation, and computer science. Your school’s coding elective or technology class will likely cover technology education learning.

However, we still find the absence of a real-world connection and authenticity in classroom technology projects.

Education Technology
Technology Education
Using technology in your classroomTeaching how technology works

At BSD, we believe in a holistic approach to learning, where students are creatively pro-active and their education is sustainably relevant. So in our curriculum, we take on a blended approach to bring balance to technology learning. It shouldn’t be EdTech or tech-ed.

Additionally, we enable teachers to integrate technology meaningfully into their lessons by offering a project-based technology curriculum. These include projects like building a website to present research for history using HTML and CSS or reinforcing the learning of planets and orbit using JavaScript.

In the K-12 Comp-Sci Framework, the ‘practice’ highlights the opportunities and benefits of a cross-curricular approach to developing computational thinking purposefully.

Supported by tech in English, Mathematics, and Science, students develop their skills in defining problems and developing models through abstraction. Additionally, students hone their communication skills through exciting projects such as building an information chatbot to showcase their subject understanding. 

Therefore, schools prefer a more specialist approach to offer students the depth of learning, especially with the current curriculum demands.

It’s Time for Data – And Time To Make Time for Data

Data has been a core part of education for years. We all remember being graded at school, both formatively as well as summatively. Strong observational practice, or constructivist methods, by teachers in classrooms has also been an effective way to gather data. This human-led combination has historically informed about how students are progressing with work, socializing and communicating with their classmates, or how they respond to struggling – perhaps crossing the line from persistence and concentration, to frustration and disengagement.

An increased introduction of technology into classrooms brings with it artificial intelligence, real time visible information and a multitude of options to introduce more personalized student learning experiences. However, how do we ensure that what is being measured is relevant and will produce meaningful results?

In an article about the approach taken by Broken Arrow Public Schools in the US, it illustrates how their school sites take a meaningful approach to data which considers the overall stories being told by the data in each of their schools. They approached developing their solution through a Professional Learning Community process and eventually made time, through embedding it in the schools’ schedules, for collaboration time to reinforce the process. The point carried through strongly that, data being available is one thing, however this will not return value unless teachers are given the time to analyze, collaborate and act upon it.

Another article about how data can inform teaching made a great point about the wealth of information that is available from student files and the insight that can be drawn from them, however brought up the difficulty in finding the time to view them.

The technology tools on offer today impact not just the fabric of the school, such as learning management systems, but also the hands on learning of students, such as online learning platforms. All of these platforms produce data and it is in the amalgamation of all of this data that the benefits will be found, rather than in a single tool in isolation.

Understanding the data from environmental conditions, attendance, learning data and results; what happens when and by whom across a range of activities; can identify not only opportunities to enhance teaching practice, but also duplication of effort. Subsequent automation or use of artificial intelligence, made effective from the initial understanding of the data involved, might improve e.g. communication and time availability.

On BSD Online, teachers can access real time data about work that their students are currently doing, including when they do it – at school or at home, where they are up to, and what parts of the work they most frequently make errors on. The latter feeds a machine learning algorithm to improve personalized in-platform suggestions and tips given to students as they learn.

We have seen teachers become able to better understand how different types of content are paced down to individual student levels for personalization, as well as understand the interdisciplinary performance of students and preferences of the overall student body. In some schools, preference data has been compared to attendance data to identify strategies to increase engagement in traditional subjects. Because data is available in real time and accessible anywhere, it becomes more easy and flexible for teachers to connect in person or virtually to discuss their findings.

Data is available from more sources than ever before. A trend only set to continue growing. To convert the insight from data analysis and interpretation into actionable and valuable initiatives, data must be considered from all aspects of school life and time must be made to consider the story that data is telling as a collaborative community. In the end though, the opportunity is better than ever to take back time and really understand how student life is performing at your school.

Top 10 (Non-Tech) Skills You Learn From Coding

Coding is more than just a technical skill. Students engaged in coding projects and activities will also develop a wide range of soft skills. When we talk to employers, we find that digital skills are the key to opening the door. Still, an essential part of turning the opportunity into reality can demonstrate the soft skills that go with them.

1. Communication

Communication is often overlooked as a vital skill amongst coders. When you hear the word “coder,” what comes to mind? Probably a stereotypical image forms – a quiet twenty-something-year-old sitting behind a computer screen with giant headphones on. Often they are not assumed to be a strong communicator. Unfortunately, this is not the reality. Coders must be able to communicate clearly to their team, colleagues, and clients. Successful coders can manage expectations, understand and interpret requirements, and effectively convey what is in a given brief. We encourage students to articulate their ideas and processes through real-world presentation activities. These include concepts like elevator pitches, stand-ups, and team-based idea generation exercises.

2. Empathy

Empathy is the ability to comprehend and be sensitive to other people’s needs and emotions. Through incorporating original project briefs in lessons, students understand compassion and practice executing their requests in a considerate manner. Empathy is not just sensing “feelings” or interpreting emotions. Students will learn that to understand the needs successfully, detailed research should be conducted.

Read our other article on the importance of empathy and how you can help your students practice it

3. Creativity

Learning to code is like learning how to read and write in a different medium – it enables you with creative and expressive power (Here are five reasons why coding is like a language). In addition, code helps students to become creators of digital artifacts rather than simply being consumers. Through coding projects, students experience ways to express their ideas and become thoughtful creators in their communities. Some of these projects include creating a digital photography portfolio, a recipe app, or a self-driving toy car!

4. Logic

Logic is a skill students can practice through code. Students become increasingly analytical by dissecting existing programs to understand the process to achieve the solution through written code. Whether they are building or debugging, they are exercising their logic faculties regularly. Understanding machine operations, conditionals, and progression in coding projects strengthen logic. Breaking down issues and figuring out how each affects the other will help students think objectively.

5. Problem-solving

Students have to be aware of and apply appropriate coding skills for different requirements or scenarios. Students that practice this will improve their ability, having broken down a problem that may seem complex or abstract to recognize the optimal way that students can articulate its solution. Identifying the operations needed to solve pain effectively is a skill that students can apply in any other field.

6. Enterprise

Coding brings out enterprising qualities in students. Coding is not like other subjects in school where the facts might be all in the classroom with them. When beginning the coding journey, students will quickly identify gaps in their learning and recognize the need to seek resources for themselves. This search for an answer will accustom students to find and recognize the quality or reliability of sources to achieve and fulfill their creative ideas.

7. Abstract thinking

Abstract thinking is the ability to think about objects, principles, and ideas that are not physically present. The use of analogies is an excellent example of abstract thinking. Once students begin to learn languages like  JavaScript or Python that are not immediately visualized, students will need to practice speculating and predicting results in how the interrelationships of the code happen as a whole. Some scholars argue that abstract thinking is not a natural cognitive development but rather through culture, teaching, and experience. Students can develop their ability to make connections and abstraction in intermediate and advanced coding through unplugged activities. Teachers can do this through the utilization of graphic organizers, such as flowcharts.

8. Project planning

Coding is best learned through project-based learning. Students practice and learn planning by thinking through the steps necessary to achieve their end goal. Projects created with code are built by envisioning the required syntax and the overarching rules that will govern it and the most efficient way to put it all together. Then, to meet the deadline set by the teacher, students learn how to assess their resources and knowledge to get the project done on time.

9. Attention to detail

Coding is excellent practice for attention to detail. Not only from the perspective of the accuracy of the code itself but also accounting for users’ needs, for example, ensuring a well-designed user interface and experience. A savvy coder may develop a system to avoid repeated mistakes. Where errors are present, they will examine their work systematically. Experienced software developers often try to “break” programs to identify problems and areas of improvement before launching a product to the market. This iterative and creative process can be applied in your classroom as well. Get students to demo and test each others’ creations and see what they pick up on.

10. Resilience

Coders and developers gain an ability to move past their debugging frustrations and continue to find solutions to help complete their projects. Students will practice a sustained process. Creating something good and successful takes time and attention to detail. By understanding and accepting that coding is not something you “get” the first try or that users do not always receive projects in an intended way, students become resilient learners through the process of making mistakes and finding the solution.

More success in the future is predicated on individuals’ ability to apply the hard skills of technology. It also follows that where this becomes an inevitable norm, the differentiating features for human beings will be the ability to deliver the best solution and understand its success, which will come from the soft skill attributes of technology learning. Thus, perhaps the greatest differentiating strength in a technology future will be innately human.

Why Mobile Phones Are a Powerful Learning Tool

This week we bring you a discussion by five education experts on using mobile phones in the classroom. The overall consensus is that experts don’t want to ban mobile phones in school because the advantages outweigh the disadvantages.

This discussion came about in June 2018 when the Minister for Education in New South Wales, Australia – Rob Stokes, ordered a review into mobile phone use in schools.

There are concerns about communication and the risk of cyberbullying, but they are outweighed by the positive benefits that mobile phones bring. There is also an opinion expressed that phones are necessary to access parents, while banning them might merely serve to make bullying more hidden.

Benefits include understanding the multitude of different ways to communicate we now use in the present day and the importance of the phone as part of the authenticity of real-world context in learning.

There is a lot of flexibility available to students to use their phones to progress at their own pace. However, it does seem clear that the benefits of mobile phones are best achieved when used with a clear purpose. Proper guidance in learning how to use mobile phones can positively impact their learning and overall well-being and life in general.

Some quotes from the article we particularly liked:

Matthew Kearney, an Associate Professor for the Teacher Education program at the University of Technology Sydney: “if school students want to investigate, collect data, receive personalized and immediate feedback, record media, create, compose, or communicate with peers, in and beyond the classroom, then using mobile apps is ideal.”

Joanne Orlando, a Technology and Learning researcher at the Western Sydney University, says, “We should not ban mobile phones in schools because it’s important to educate children to live well in the era in which they are growing up.”. She adds, “A good education for students today is knowing how to use technology to learn, communicate, and work with ideas.”

Susan M Sawyer, a Paediatrician and Professor of Adolescent Health at The University of Melbourne: “schools need to develop policies around the use of mobile phones during school hours. Given the dynamic nature of the mobile world, regularly engaging students and parents in reviewing and revising these policies is an important part of everyone’s learning.”

We encourage students to use mobile phones in the classroom to document their learning by taking notes, clicking photos, researching online, or testing the mobile compatibility and user experience of their recently coded projects. Students are most motivated when they fully understand the potential of technology and consequently feel empowered to use it impactfully.

Here are 40 ways to use mobile phones in your next classroom. Tweet us at @EducationBSD and share your stories, obstacles, and opinion on allowing mobile phones in your classroom.

Inspire Students: Bring the Real World into your Classroom

A key aim for us at BSD is to help teachers bring real world applicable technology projects into their classrooms. Not only does this help prepare students for future life, but, importantly, it helps them understand the relevance of what they are learning. By building something real that can be shared with the outside world, students learn new skills and see the impact those skills can have. This increases engagement, inspires creativity and develops student ownership.

The ‘real world’ can be brought into the classroom in a number of different ways, but one highly effective option is to make connections with ‘real world clients’. Through this approach, students are given a brief and go through the design thinking process to fulfil the clients’ requirements. A great example of this can be seen at Riverside School, Ahmedabad, India where the students complete client projects across all grades.

This video shows one of these projects in action and highlights the impact this style of learning can have on both subject knowledge and ‘softer’ skills, such as collaboration, problem solving and giving and receiving feedback.

If you have brought real world clients into your classroom, we’d love to hear from you! Please share your stories with us
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Why You Shouldn’t Be Afraid of Tech

At BSD Education, we engage teachers in conversations about technology everyday and it is a topic that stirs the room with mixed emotions and reactions: “I don’t have time to bring tech in the classroom”, “I am really not great with computers” or “Technology distracts my students”, making technology the antagonist of their classrooms.

We want you to know that in your classrooms, full of digital native students, your role as the teacher has never been more important. Technology and technology learning is inevitable for our students. This might include learning how to use Google Drive effectively, or learning the fundamentals of coding and programming to create a website or a game. But, do the students understand how to apply these tools and skills in the real world? This is where teachers shine and excel as experts to curate and design a curriculum that helps students connect the dots between their digital world and the real world.

For example, in a Year 2 classroom at a school in Hong Kong, we collaborated with the lead teacher to create an inquiry project for their History and Inventors unit. Students learned how to build a website and harnessed the power of the web to document and share their learning through embedded videos and images responsibly and safely.

In this collaboration, BSD Education experts took care of the tech learning by providing a customised guided project and the teacher infused the project with their curated subject knowledge. In the classroom, the teacher remains the facilitator and expert of content, context and encouragement to students in their inquiry journey.

Instead of seeing technology as the antagonist of the classroom, it can become the trusted sidekick that complements your subject expertise in designing a powerful learning experience for your students.