Artificial intelligence is rapidly reshaping society, yet most K–12 teachers have had little preparation to teach how AI works or how it connects to foundational computer science. The Computer Science Teachers Association (CSTA) is launching a multistate initiative this summer to prepare thousands of K–12 educators to teach foundational computer science (CS) and artificial intelligence (AI) skills.
The American Federation of Teachers (AFT) has unveiled a 10-point Artificial Intelligence (AI) plan, seeking bans on all screen use for students below third grade and on student-facing AI tools in elementary education.
Generalist AI gives answers, removes friction, and does the thinking. That’s great for productivity—but when AI does the cognitive work, students don’t build the skill. AI Friction Labs offers a solution: Socratic dialogues, role-plays, and scenarios that resist easy resolution. Students do the thinking. The AI provides the resistance. The transcript becomes the assessment—a full record of how each student navigated difficulty.
The National Council of Teachers of English (NCTE) has published a working framework for English language arts (ELA) educators seeking to understand the appropriate role of artificial intelligence (AI) in the discipline—a pressing issue facing every school and student.
As artificial intelligence reshapes school, work, and life, uniquely human contributions have become essential. Skills for the Future is a joint initiative between ETS and the Carnegie Foundation for the Advancement of Teaching to shift the focus in education from time-based learning to competency-based learning.
The Universities of Wisconsin (UW) system has created a free online video series intended to give the public basic information about artificial intelligence (AI). Created in partnership with the UW Credit Union, the AI Skills Access Passport (ASAP) offers a starting point for people who want to learn the fundamentals about how AI works.
Most new technologies are adopted in schools as the result of a deliberate policy choice. But generative AI is different: it is an “arrival technology,” which means that it arrived without formal adoption—students and teachers simply began using it. This arrival has left schools scrambling to respond to many challenges, including questions about academic integrity and data privacy.
Students who are deaf or hard of hearing (DHH) face unique challenges in English education. Some do not have access to spoken English or American Sign Language (ASL) inputs that promote language skill development early in life.
Public television station KQED built KQED Teach, a free professional development media literacy platform to train teachers—through hands-on media creation—to navigate media overload, misinformation, persuasive techniques, and bias so they’re more comfortable passing the information along to students.
As algorithms become more prevalent in everyday life, these key decision-making automations become ever more important for young people to understand.