Couldn't agree more, Erin. But that is an assessment integrity issue, not an AI literacy issue.
The two are not the same. If we're concerned with teaching real-world skills in a way that is verifiable and meaningful, we need to engage in deep reflection and redesign of assessments and curriculum.
This article focuses not on assessment integrity or teaching real-world skills, but specifically how to teach AI Literacy. One teacher might be focused on redesigning curriculum to address the changing landscape of skills, the economy, etc. Another might be specifically focused on teaching "better vs worse" AI use. There is a small overlap between the two, but they are actually different conversations.
I increasingly find that these two discussions are also happening at the same time when they should be separated.
I still think the root of the problem is that we need to rethink our instructional design entirely. We are putting old wine into a new wineskin.
Couldn't agree more, Erin. But that is an assessment integrity issue, not an AI literacy issue.
The two are not the same. If we're concerned with teaching real-world skills in a way that is verifiable and meaningful, we need to engage in deep reflection and redesign of assessments and curriculum.
This article focuses not on assessment integrity or teaching real-world skills, but specifically how to teach AI Literacy. One teacher might be focused on redesigning curriculum to address the changing landscape of skills, the economy, etc. Another might be specifically focused on teaching "better vs worse" AI use. There is a small overlap between the two, but they are actually different conversations.
I increasingly find that these two discussions are also happening at the same time when they should be separated.