Bringing educators together to bridge the gap between AI and the classroom
August 2024 – Drew University’s DrewTEACH hosted a Summer AI and Writing Institute, welcoming educators to begin to decipher the benefits of AI and writing in the classroom and beyond.
DrewTEACH brings together teachers who are interested in collaboration and connection through the Drew Writing Project (DWP) and Digital Literacies Collaborative (DLC), a professional network that empowers teachers to become confident writers and users of technology. In turn, teachers share their practice with their students.
The three-day event provided a full agenda of learning, discussion, and inquiry through workshops, expert guest speakers, and critical conversations. Attendees explored the impact of AI on writing and writing instruction.
“I welcome you to conduct inquiry together—to write, explore, and play,” said Professor and Director of Teacher Education Kristen Hawley Turner, who organized the event. “My research into AI has taught me what I think kids need to know. We are providing the tools to have deeper conversations.”
Associate Professor of Computer Science Alex Rudiny provided an in-depth overview on the technical side of AI, which is ultimately technology that enables computers and machines to simulate human intelligence and problem-solving capabilities.
He reviewed the benefits of AI today, along with the many inconsistencies and limitations, noting that it’s possible to fine tune generative results with specific prompts. “AI works better when you give it better instructions,” said Rudiny, who encourages his own students to utilize AI for routine operations, such as generating code.
The workshop allowed for immediate reflection to absorb and apply the learnings of speakers. “Knowledge is power,” said an attendee. “If something scares you, learn more about it.”
Vice President of Education at The United Way of New York City Dr. Tom Lynch offered an interactive workshop, “AI is Writing.” Attendees explored how AI could shape the teaching of writing now and in the near future. “Writing and technology have always been linked,” he said. “Writing itself is a technology; using a tool to communicate differently.”
Together, the group reviewed generative AI tools, such as ChatGPT. All forms of AI are a form of software, which is, itself, a form of writing. “AI is software, and software is language,” said Lynch. “Human beings create software. AI is actually real language. AI is writing that writes.”
During a virtual workshop, Professor of English and Education and Chair of Teacher and Special Education Department at Central Michigan University Troy Hicks, took attendees through the problems and potentials when incorporating AI in the classroom.
Through tools and examples, he provided real-time ideas on how educators can use AI as a thinking partner, research assistant, and co-writer.
“We want our students to be interacting with AI in what we would consider to be authentic ways,” said Hicks. “Take the guardrails off in a scaffolded, supported, and guided way to give students interactions with AI that can be purposeful.”
All speakers reinforced the importance of crafting clear, detailed, and specific prompts to guide AI efficacy. “As you consider what it is you want your students to know and be able to do as writers, look for language about thinking and writing.” said Hicks.
Jill Stedronsky, language arts teacher at William Annin Middle School in Basking Ridge, New Jersey, together with her students, shared their “Writing/Thinking Partners” model on utilizing AI in the classroom. Attendees had the opportunity to hear directly from students, allowing for an open and candid discussion on how AI is utilized from a student perspective.
“When cultivated as a tool, AI will aid you and your students’ thinking and writing abilities far beyond anything I have seen in my eighteen years of teaching,” said Stedonsky.
