Mr Blair's Classroom

I'm a believer that the most effective way to teach students AI literacy involves carefully integrating the technology—and its associated learning—into students' existing coursework. This way, students—and teachers—may come to view the development of AI competencies as commensurate with all other learning that goes on in their classroom. My previous blog post introduced ten AI competencies that would provide BC students with a comprehensive understanding of generative AI: its abilities, its limitations, and its ethical considerations. Though I've been embedding AI literacy into my classroom for a while now, I've been doing so in a more casual manner. Going forward, I would like to shift to a more methodical approach by intentionally pairing AI competencies with specific projects and learning activities. The intention is to make the integration of AI literacy feel natural rather than forced. My last Social Justice 12 project was an attempt to accomplish just...

I've been an advocate for teaching AI literacy for awhile now. At first, I suggested it should be taught as its own stand alone class or even an addendum to the existing Career Life Education 10 course. But more recently, I've called for AI literacy to be deeply embedded into BC's existing K-12 curricula rather than it being a grafted on extra. So what might AI literacy look like in BC's classrooms? Using Google's Notebook LM, I explored the intersection of the BC Ministry of Education's "Considerations for Using AI Tools in K-12 Schools," the OECD's AI Literacy Framework, and UNESCO's "AI Competency Framework for Students" to create a list of ten essential AI competencies as a starting point for an AI literacy curriculum (See images below). I linked each of those ten AI competencies to BC's Core Competencies: Critical & Creative Thinking, Communication, and Personal & Social Awareness. Again, I wanted...