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As generative artificial intelligence is woven rapidly into society, teachers-in-training—as well as the professors who educate them—feel unprepared to adopt the technology in the classroom, according to a survey.
To respond, institutions should implement clear guidelines and provide professional development opportunities for educators, the author of the new paper says.
While faculty serve as subject matters experts who best understand their course needs, they require institutional support and learning opportunities to grasp how these algorithms work, their affordances and limitations, appropriate usage, and ethical considerations.
This foundational knowledge will help educators make a thoughtful decision about integrating these tools or not into their courses.
“The main takeaway of all of this is that our students are asking to learn more about AI, our teachers are asking to learn more about AI, and we do not have the support to do it,” says Priya Panday-Shukla, an instructional designer in the WSU Global Campus whose paper appears in Teaching and Teaching Education.
