🤖 The ACE AI literacy framework

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The ACE AI literacy framework for students and teachers

There’s a growing demand for AI literacy in schools — for students and for teachers.

• California passed a law incorporating AI literacy into curriculum and instruction.

• Most state AI guidance documents (explicitly or implicitly) encourage development of AI literacy skills.

When students and teachers better understand AI, they better understand its outputs — and how to use it responsibly — and how it’s capable of supporting them.

But when we’re just trying to understand this emerging technology ourselves, it’s hard to help students become literate about it. Many teachers are only just learning about it. Without strong supports, it’ll be hard for them to help students learn about it — and they’ll likely have doubts.

The ACE Framework for AI Literacy

I’ve been working with fellow author/speaker/consultant Holly Clark (author of The AI Infused Classroom) to create an AI literacy framework.

We developed it through our own research — and consultation with AI guidance from states, the U.S. Department of Education and UNESCO.

We call it the ACE Framework — Awareness, Critique, and Exploration.

We like it because it simplifies the basic uses and understandings of AI into three manageable, understandable areas …

Awareness

• How does AI work?

• What are the important terms and words you need to know?

• Where is AI in daily life?

• How does the data it’s trained on — and the algorithms it uses — impact what it gives us?

• Where is it being used in the work world? In our daily lives?

• What is it really good at — and where does it struggle?

Critique

• What are responsible / irresponsible ways to use AI?

• Why do we classify them as “responsible” and “irresponsible”?

• Where do we see AI bias? What are some examples?

• When we see it, how should we respond?

• How do we know whether we should use an AI system?

• How do we know the output an AI gave us is any good?

• Where should / shouldn’t we use it in work and in our personal lives?

• When we use it, what are the implications on others?

• How can we protect ourselves?

• What are AI companies doing to protect us — and who gets to make those decisions?

Exploration

• What AI-related skills can we develop that can serve us in our work and personal lives?

• How can we work alongside AI — instead of just having it do the work for us — to enhance what we’re capable of?

• How are real people using AI in real situations — and why are they using it that way?

• What AI tools are out there — and how can they be used?

• How can AI help us to be lifelong learners (in a world where technology and the workforce are predicted to change rapidly)?

• How can we bring AI to the table to help us solve problems and get new ideas?

Using ACE to support students and teachers

We can give students and teachers explicit instruction about all of these, and that will certainly help support them to better understand AI.

But we can also embed small lessons about these in our day-to-day instruction.

When teachers have a core, fundamental understanding about AI, they’re better equipped to have conversations about it when it comes up throughout the day. I believe that these can be the most powerful ways to equip students.

So, how can you use the ACE Framework?

When teaching students — or providing professional development for educators — incorporating some of each part of the framework helps your message to be more well-rounded.

You can also use the framework to prompt an AI assistant like ChatGPT to gather new ideas.

I’ll be sharing more ideas about this framework — and how it fits into classroom instruction and professional development — in the coming months.

I’m also providing in-person and virtual workshops about the ACE Framework.

If you’d like to get some information about having me at your school, district or event about ACE, email Jeff Miller ([email protected]) for details, pricing and availability.

An AI hype bingo card

I’m at the FETC Conference in Orlando. All throughout the vendor hall and the presentation rooms, people will be talking about AI.

And we’ll see plenty of the same cliches and phrases.

So, I wanted to have some fun with it. I created this bingo board with some of the language I hear over and over and over again from speakers, online edu pundits, and vendors when talking about AI in education.

I don’t think these are necessarily bad. Cliches become cliches for a reason — because there’s some truth in them.

But when we start hearing the same words over and over again, I think it’s time to pause and reflect on them critically.

• Are they really delivering on their promise?

• Is this what’s best for students and schools?

• Am I being swayed by emotional language? And why am I being swayed?

Some of this technology, indeed, is a “game changer.” But we have to know how it’s really “changing the game.” It’s that critical reflection that’s going to protect and equip us in the coming months and years.