Teacher Professional Development for AI in Education focused on the k-12 sector

In the realm of education, a new revolutionary thing just has been included, which has the power to change a lot of things altogether. AI in education is that thing that is able to draw the attention of a lot of people, especially educators, students, and all the primary and secondary stakeholders of the education system. This chapter is trying to delve into the topic of teacher professional development in the K-12 sector and how AI can be used in this particular topic.

Image: Teacher Professional Development (created by Bing image creator)

Learning Objectives:

• Understand AI's importance in K-12 education.
  
• Acknowledge teachers' skills and challenges in incorporating AI.
• Examine potential advantages and drawbacks of AI in K-12 education.
• Highlight the need for Teacher Professional Development (TPD).
• Identify critical elements of effective TPD for AI integration.
• Explain the models of TPD, such as workshops, online courses, and communities.
• Address challenges of AI professional development, such as limited resources and resistance to change.
• Keep up-to-date with future trends in AI and education.
• Summarize the main takeaways regarding TPD in the context of AI in K-12 education and recognize the need for action.

Keywords:

TPD, TPACK, STEM, AI in Education, Training, Competency, AI tools, k-12 sector, Curriculum Development.

Making Of:

For writing this chapter, I used Zotero, Google Scholar, Grammarly,  ChatGPT, Quillbot, Inshot video editor, etc. 

Chapter outline:

1. Introduction
2. Literature Review
3. Model of AI in Education
4. K-12 Sector: What is it and the Importance of it
5. Overview of AI in Education in Bangladesh
6. Teacher Professional Development
7. Importance of Teacher Professional Development
8. Models of Teacher Professional Development
9. Barriers and Opportunities for Teachers Using AI
10. Curriculum Components
11. Suggestions for TPD in relation to AI in K–12 education and the need for action
12. Conclusion
13. Glossary
14. References

Introduction

From my experience, when I was unaware of AI technologies, I had a world full of imagination of my own. When I became familiar with AI technologies, I saw a new world. Introducing AI technology is both an opportunity and a reality. Using AI in education is a new trend nowadays, like in other sectors. In the education sector, not only teachers or students use the tools, but all related stakeholders are required to use them because of AI’s vast usage. A teacher plays a critical role in the classroom. If a teacher can grasp all the positive uses of AI tools, then the formation of a classroom will be changed. Besides traditional teaching methods, such as books and guides, teachers can use modern AI technologies, too. Modern technologies are helpful in gaining new knowledge and information within a short time. Additionally, teachers must be familiar with technology to know the features it offers to make a class content, curriculum, teaching methods easier. From planning to evaluation all the necessary steps can be done with the AI tools. The invention of AI has revolutionized the education sector, making it a crucial aspect of modern education. The necessity of having fruitful outcomes from the modern AI-based or AI-aided education system is the teachers’ professional development through learning, training, cooperating, and other processes. Teachers require appropriate materials and professional development for age-appropriate AI education in their classrooms to accomplish their duties. Developing and testing an approach to prepare teachers for this purpose is essential. (Lee et al., 2022)

According to acclaimed American writer Gail Godwin, "Good teaching is one-fourth preparation and three-fourths theatre" (Prodigy, 2018). Teaching is a noble and demanding vocation that demands significant commitment and planning. Drawing from my experience as an educator, I am keenly aware of the pivotal role of advancing the teaching profession in promoting student achievement. The emergence of AI-powered professional development tools presents a tremendous opportunity. In the following chapter, I will delve into how AI can be leveraged to support teacher professional development and empower educators to elevate their instructional approaches.

Literature review

Chiu (2021) explored the growing trend of integrating artificial intelligence (AI) in K-12 education and noted that educators and experts need guidance in designing AI-related curricula. In overcoming challenges, it is essential to gather insights from teachers and stay abreast of emerging AI technology. A study was conducted to develop a curriculum design model encompassing content, production, process, and praxis. The data gathered from 12 K-12 schools, including individual interviews, teaching documents, and meeting minutes from 24 teachers, revealed six key components: AI knowledge, AI processes, the impact of AI on content and product, student relevance, teacher-student communication, and flexibility in strategy and praxis. Based on these findings, the study recommends a comprehensive approach to designing a robust AI K-12 curriculum.

In their publication entitled "Preface to the Special Issue on K-12 AI Education," Wang and Lester (2023) delve into the profound influence of Artificial Intelligence (AI) on global societies. The continuous advancements in AI have ushered in new possibilities while presenting unknown risks, profoundly altering the current and future workforce. These changes have spurred essential questions about equipping K -12 students for a future where AI will be crucial. What are K-12 students' perceptions of AI, and what must they learn to become proficient in utilizing AI technologies? What skills must K-12 students acquire to excel in workplaces where collaboration between humans and AI is the norm? What must primary and secondary school students, including those outside of Science, Technology, Engineering, and Mathematics (STEM), learn to establish a foundation for their future careers, which will require effective interaction with AI? Lastly, how can K-12 education best prepare the next generation of AI developers, engineers, and researchers? This special issue seeks to explore the emerging research field of K-12 AI education. 

According to Wang and Lester (2023) in their article titled "K-12 Education in the Age of AI: A Call to Action for K-12 AI Literacy," the emergence of powerful AI technologies requires K-12 AI literacy curricula to support students entering a changing labor market. However, developing, implementing, and scaling AI literacy curricula presents challenges. A robust, evidence-based AI education research foundation is crucial for successful AI literacy curriculum development. Unlike K-12 science and mathematics education, there is no research foundation for K-12 AI education. This article proposes a component-based definition of AI literacy that advocates for AI literacy education across all grade levels. It suggests the creation of research programs in four areas of AI education:

1. K-12 AI Learning & Technology
2. K-12 AI Education Integration into STEM, Language Arts, and Social Science Education
3. K-12 AI Professional Development for Teachers and Administrators
4. K-12 AI Assessment

Touretzky et al. (2019) stressed the significance of teaching K-12 students about artificial intelligence (AI) in their article "A Year in K-12 AI Education". Countries like the USA and China have taken steps towards promoting AI education in schools, from kindergarten to high school. Over the past year, new curricula and online resources have been introduced for K-12 students, while teachers can access professional development opportunities to learn the fundamentals of AI. This column presents an overview of the current state of K-12 AI education and highlights the AI4K12 Initiative, which aims to create national guidelines for AI education in the USA.

A recent study by Tedre et al. (2021) found that machine learning is becoming increasingly popular in various computing fields thanks to its AI-driven and data-driven approaches. As a result, many higher education institutions have started integrating machine learning into their computing curricula, but the same cannot be said for K-12 education. Combining machine learning into K-12 education is a significant challenge for schools and teachers who need help integrating traditional computational thinking and artificial intelligence into their curricula. The need for more research on how people learn to train, test, improve, and deploy machine learning systems in K-12 curriculum space is a significant gap in computing education research. This article aims to highlight the emerging trends in educational practice, theory, and technology related to teaching machine learning in K-12 education and discuss some differences that K-12 computing educators should consider when facing this challenge. The article also emphasizes the paradigm shift required to successfully integrate machine learning into the broader K-12 computing curricula, including abandoning the belief that rule-based "traditional" programming is a central aspect and building block in developing next-generation computational thinking.

Anne Arundel County Public Schools (AACPS) successfully boosted student achievement on the Maryland State Assessment (MSA) by 20% at Bates Middle School, which was identified as a low-performing school targeted for restructuring by the state, as per an article by Snyder et al. (2014). This was achieved over four years by implementing the Supporting Arts Integrated Learning for Student Success (SAILSS) model, in which the Arts funded an Education Model Development and Dissemination (AEMDD) grant. Teachers across all content areas were trained and offered professional development opportunities, including a weeklong workshop with artists, a two-week teaching lab with students, participation in an arts integration post-baccalaureate certificate cohort, and various trainings and conferences at the local, regional, and national levels. AACPS used a quasi-experimental design to collect qualitative and quantitative data from state and local standardized testing, the School-level Environment Questionnaire (SLEQ), Arts Integration: Classroom Observations for Middle Schools (AICOM), arts integration logs, and surveys from parents, students, and teachers from both the treatment and comparison schools. The study revealed that apart from improving student achievement on statewide assessments, the arts integration model also led to a 77% reduction in discipline referrals and fostered a positive change in school climate based on perceptions of teachers, staff, students, and parents.

Rebolledo Font de la Vall and Gonzalez Araya (2023) have explored AI language learning tools' advantages, disadvantages, opportunities, and challenges. Although these tools offer several benefits, such as tailored learning experiences, time-saving capabilities, and improved cultural knowledge, they also have some limitations, including increased human interaction, the complexities of language in context, and the requirement for vast data to train the AI. However, with virtual and augmented reality integration, more sophisticated natural language processing algorithms, and advanced algorithms for adaptive learning, AI learning systems could become even more valuable tools for language learners.

Overview of AI in Education in Bangladesh

You can hear this section on Spotify also: [https://anchor.fm/tarana57]

[The majority of Bangladeshi educational institutions do not formally use or introduce AI tools to their students.  Teachers who have received training do not always put it into practice or make great use of it. One of the reasons, based on my observations, is that educators are wary of giving every student equal access to AI resources. Teachers are not thinking about implementing it in the classroom if there is no assurance that all students will have equal access. The teachers do have concerns about the training they get from the respected authorities. Still, online community-based learning and developing their own professionalism through AI tools are absent among the teachers I interviewed. The authorities that are currently in charge may become concerned about giving AI capabilities to students, but due to their inability to supervise and manage the system, the majority of educational institutions only use digital pedagogy and instruction. It takes a while to switch from manual to digital teaching methods. It will, therefore, require more time to become comfortable with the AI-based instructional tools. Furthermore, the government and other authorities who will make policies and provide teacher training have not yet taken into account the training and knowledge required to implement the usage of AI tools in educational institutions.

Students in higher secondary schools (of grades 11 and 12) are more intelligent and have access to AI resources. Parents and school authorities mostly look after students in secondary courses (from class 6–10). Therefore, they might not get many opportunities to use it. However, because primary school students are typically seen as incapable of utilizing technology, they cannot present themselves using AI tools. Teachers, overall, don't want to deal with AI technologies themselves, according to reality. Teachers use digital equipment such as projectors and laptops to teach in a manual setting. They receive training on this process and are guided in showing classes pre-existing videos that they have gathered from various websites or resources.

The location of the schools and the residence of the students and teachers do have a direct impact on whether they are able to know about AI tools or not. That is why remote and urban schools are generally unaware of the use of AI tools, even the digital equipment provided by the government. Due to the fact that several elites, big businessmen, NGOs, and multinational firms are connected to urban higher-standard schools, they have direct control over the digital curriculum and design of the classes. For instance, the Asian University for Women (AUW) offers pre-UG and general studies where students are taught using cutting-edge digital resources. In these sections, students are automatically introduced to AI tools that they will subsequently employ. 

A respected teacher, who is a founder, an educationist, and a social worker, shared his thoughts on why artificial intelligence is not being used in Bangladesh's rural and majority education sectors. For one thing, people can’t afford it, and there's an intriguing second reason. He says, “Using AI or not using AI is not a fact. The matter is your (a teacher’s) creativity. Can you present a lesson in front of your students interestingly or not? We do have good narrative power, and we can use chalk on a blackboard to teach students what is necessary to teach them”. Hearing this remark, my mind was tuned back to one year ago when I studied a book by Amartya Sen written in 2009 called The Idea of Justice, where he also acknowledged that in the Indian Subcontinent, we do have a power of narration by which we use to circulate knowledge from one generation to another. This is a cultural and inherent power that still exists because of the inclusive culture of the Indian subcontinent, which is mostly present in today’s rural Bangladesh.]

As AI is a reality, we know we will be able to engage with it, but the inherent narrative power that leads to the stronghold of our country's education system will remain for long, as the teacher thinks. And adding AI will be a time-changing matter if we can utilize it for real. 

For the interview details, see the pallet here: https://padlet.com/taranasumaiya/teacher-professional-development-lcg5w2btaiblc4w0

Models of AI in Education

Teacher Professional Development (TPD) is cited by STEAM and TPACK, two models and approaches that propose technological integration into education as the primary driver of AI's beneficial effects in the classroom. 

Technological, pedagogical, and content knowledge (TPACK) is a technology integration framework outlining the three types of knowledge educators must integrate for successful ed-tech integration (Power School). TPACK, on the other hand, focuses on knowing how to teach topics using technology in a way that improves student learning. On the other hand, you have advanced to technical subject Knowledge (TCK) if you could see how your subject could be delivered more interactively (via a video, game, or class discussion, for example) and you know how to make it happen using your learning management system LMS.  

According to the study's author, Dr. Dorit Maor, "this current understanding of the use of TPACK also paves the way for educators to engage students in collaborative learning and to develop the concept of digital pedagogies." The idea of "digital pedagogies" may address all three factors: the intended learning results, the teaching methodology, and student attitudes (Power School). With a teacher's technical, content, and pedagogical knowledge, this model suggests taking a lesson plan of which implementation can bring a better output in a classroom.

An interdisciplinary approach to education known as STEM (Science, Technology, Engineering, Arts, and Mathematics) integrates a variety of courses and fosters students' critical thinking, creativity, problem-solving skills, and flexibility. It can be a helpful tool for preparing students for the Fourth Industrial Revolution, which will bring about fast-paced technological advancement and the incorporation of several new technologies.

According to research, instructors must use suitable pedagogies and rigorous topic delivery to provide high-quality STEM education. One way to enhance these practices is through teacher professional development (TPD). According to Wang & Cheng (2023), effective STEM TPD should, on the whole, go beyond using a combination of TPD models; instead, the models should be naturally integrated into a strategy for implementing STEM curricula in schools. Developing a collaborative culture among educators is necessary for the successful integration of disciplines. Collaborative action research should also be encouraged to increase knowledge about STEM pedagogies. The micro-level aspects of STEM TPD that require attention are TPACK and cross-disciplinary integrative skills. Some potential tactics for successful TPD in STEM education are proposed using these guiding concepts.

K-12 sector: What is it and the Importance of it

Watch the Pictory Video here: https://youtu.be/ahm6GMVdol4 and https://youtu.be/K6ijN8tcl-U?si=W7OGbpMy8pS3hYCP 

Teacher Professional Development

Development is a motion of broad growth that is not occupation-specific. Teacher Professional Development is also the same. It aims to support teachers' understanding of teaching and themselves as instructors, which is a longer-term goal (Richards & Farrell, 2005, p. 4). Professional development is an ongoing process that includes all formal and informal learning experiences. It gives school staff members a chance to reflect on their work, grow their knowledge and abilities, and find better ways to collaborate, all of which improve student learning and well-being (Bubb & Earley, 2007, p. 4). Even with the best intentions, a teacher's lack of training and expertise can harm pupils or the system. Not only are teacher education programs crucial for keeping teachers up to date with the ever-changing dynamics of the world, but teacher continuous development programs are also vital for improving their performance (Nauman, 2017, p. 21). For the benefit of their students' development, professional development is about instructors learning, learning how to learn, and putting their knowledge into practice (Avalos, 2011, p. 10). According to pertinent research, professional development is crucial to teacher effectiveness and competency, student learning and outcomes, school improvement, and educational reform. Professional development helps teachers change and examine their abilities, knowledge, attitudes, and understanding, which helps them advance their careers and improve professionally and personally (Ozdemir, 2013). The range of activities teachers participate in to hone their teaching abilities is known as teacher development. It strongly emphasizes reflection, professional development, and teaching experience (Miller de Arechaga, 2001, as referenced in Yuvayapan, 2013). It involved an intellectual and personal undertaking that calls for experimenting with novel and unconventional ideas about education, refining classroom methods, and engaging with new concepts. When one's personal views are questioned, it is also an emotional reaction (Girvan et al., 2016, p. 130).

Throughout history, educators have participated in professional development activities inside and outside the classroom. Numerous organizations have funded these activities, including state education departments, private consultancies, higher education institutions, professional societies, teacher associations, schools, school districts, consortia of districts, and private corporations. Their most common formats have been graduate courses, workshops, conferences, summer institutes, and in-service training (Ganser, 2000, p. 11). If professional development is ongoing, collaborative with other teachers, and rooted in classroom practice, it can facilitate significant changes in teaching. The adult learner's needs must be taken into account because the focus of this professional development experience is the teacher as a professional (Gregson & Sturko, 2007, p. 3). For example, in Finland, teacher development is perceived as a continuum encompassing various stages of a teacher's professional journey. Pre-service education lays the groundwork for subsequent in-service training, as Niemi (2015) claimed (NIEMI, 2015). The professional development of teachers encompasses a range of activities, including but not limited to adapting to new situations, refining their pedagogical approaches, and obtaining additional qualifications to augment instructional delivery.

There are several forms of teacher professional development that I can explain. First, it reminds me of the system of appointing teachers in government primary schools in Bangladesh. There are three phases of exams: preliminary, written, and viva, to select the candidate, and a one-year certification course (Certificate in Education (C.In.Ed.)) was mandatory to train the teachers, which converted to an 18-month Diploma in Primary Education (DPEd) now. (Bangladesh National Portal, 2023). In this training program, teachers are trained in various ways. Classes, seminars, group work and projects, individual projects, and presentations are taken up to train the teachers to handle students and teach them playfully. 

Similarly, integrating AI into education is a necessity that educators must learn to utilize. Given its global impact, it is beneficial to involve trainers, researchers, and IT and AI developers, with the support of governmental and non-governmental organizations, to launch training initiatives to advance education. The training process can be carried out online and offline, where offline training refers to in-person training and online training can be facilitated through webinars, remote learning courses, AI book clubs, and material sharing groups, among other modes of online engagement. By obtaining certification through online courses, teachers can demonstrate their expertise in utilizing AI for educational purposes. With the potential for significant course development, many educators can be effectively trained to integrate AI into their teaching practices effectively. In order to acquire a more comprehensive comprehension of the role of Artificial Intelligence (AI) in education, webinars are a valuable tool for educators to connect. By leveraging these online platforms, educators can effectively share their thoughts and work experiences, leading to a peer-to-peer learning process that facilitates a deeper understanding of the subject matter. Online platforms of this kind have a far-reaching impact, enabling the exchange of opinions and experiences on a global scale. The universality of these platforms is one of their most significant benefits, promoting cross-cultural dialogue and facilitating the dissemination of knowledge worldwide. 

For educators to effectively utilize technology in the classroom, they must receive hands-on training in a proper facility. AI technologies are more practically oriented rather than being driven purely by knowledge-centric approaches. In-person training sessions, workshops, and collaborative learning opportunities such as group projects and classroom instruction can help teachers gain valuable insight into the use of AI in education. By becoming familiar with the technology through practical training, teachers can unlock greater creativity in their teaching methods. Thus, practical training sessions are an indispensable component of effective AI education wich. Overall, the necessity for teacher professional development should be acknowledged and inspired. 

Importance of Teacher Professional Development

See the Pictory video here: https://ai.invideo.io/watch/54kWxpVo2Ms or, https://youtu.be/dpwZ-bwBcOU 

Models of Teacher Professional Development

According to Çetin and Bayrakcı (2019), there are 8 different models of Teacher Professional Development. Those are:

(A brief overview of the models in Padlet: https://padlet.com/taranasumaiya/models-of-teacher-professional-development-2qit43o5hc80c439)

1. Individually Guided Development: Self-directed development empowers teachers to address their problems and, in doing so, creates a sense of professionalism. This model is an internal aspect of a teacher towards improving their knowledge and skills. Teachers utilize their preferred learning modes to find answers to self-selected professional problems. Examples of individually guided activities include professional portfolios, reflective journaling, and video/audio self-assessment. This model of professional development offers a variety of flexible options that enable teachers to individualize their professional growth experiences (Sparks & Loucks-Ho).
2. Observation and Assessment: The input that teachers receive from the observations made by other teachers forms the basis of this professional development paradigm. Another effective strategy to influence classroom behavior is to have a second observer who may observe the lessons being taught and offer comments or reflections. Observers pick up knowledge as well from watching their peers at work. This concept can be applied as peer coaching after workshops or on a sporadic basis during the academic year. The literature on peer coaching, clinical supervision, and teacher evaluation refer to the observation/assessment model. (Lucks-Horsley & Sparks, 1989; Rauf, Ali, & Noor, 2017).
3. Involvement in a Development or Improvement Process: Teachers are frequently expected to participate in curriculum planning, program writing, and school improvement processes as part of the school development program. Engaging in the process of development or enhancement can lead to the acquisition of numerous new abilities, mindsets, and conduct. Reading, conversation, observation, instruction, and trial and error could all be used to gain this knowledge (Sparks & Loucks-Horsley, 1989; Rauf et al., 2017).
4. Training: Usually, workshops, seminars, or other large-group presentations are used to deliver training. With this model, the teacher is assumed to be able to pick up the teaching behavior from others and use it in the classroom. It can be considered an expert-led session where the content and learning objectives are presented. The training session is usually carried out with a well-defined set of goals or learner outcomes. The results are typically awareness, knowledge, or skill development; however, attitude adjustments, training transfer, and "executive control" must also be addressed. One important goal of any training program should be to help instructors become more critical thinkers (Sparks & Loucks-Horsley, 1989; Rauf, Ali & Noor, 2017).
5. Inquiry: The action-research model is another name for the inquiry model. Under the inquiry or action research methodology, participants examine the effects of altering a specific practice on teaching and learning through an organized approach. This paradigm is predicated on the assumption that if instructors are given the chance to pose questions and provide answers based on the information they have gathered in the classroom, they will come up with fresh concepts and pedagogical approaches (Sparks & Loucks-Horsley, 1989; Rauf, Ali & Noor, 2017). Glatthorn (1987) states that the inquiry/action research model consists of the following four steps: An issue must be identified, research questions must be chosen, along with the technique to be applied, the research design must be carried out, and the research must be used to create an intervention that will be put into practice in the school. Higher level abilities (researching, synthesis), a more focused approach to training (focusing on areas of instructional difficulty), and more sophisticated computer programs (spreadsheets, databases, and potentially statistical software packages) are all used in inquiry/action research. Teachers with advanced skills should choose this TPD option (Gaible & Burns, 2005).
6. Mentoring: Under a mentoring paradigm, more seasoned educators mentor and support less-seasoned educators in all facets of the classroom (Gaible & Burns, 2005). Mentoring impacts the young teachers receiving the mentoring and the more seasoned instructors providing the mentoring (Shaw, 1992). Mentoring occurs through collaborative teaching, coaching, feedback, and classroom observations. New instructors can benefit from it by learning how to address the obstacles of teaching creatively and successfully (Smith, 2002). Mentors play a variety of responsibilities, including information sharing, resource access, role modeling, counseling, coaching, promoting introspection, offering advice on career changes, and assisting newly hired instructors (Villegas-Reimers, 2003). Teachers can complete TPD, demonstrating mastery of the targeted knowledge and abilities that they never import into their classrooms, as a non-formal or semi-formal means of guaranteeing accountability (Hooker, 2008). Jones (2001) and Maynard and Furlong (1993) identify three mentorship models: The competency model links training and assessment to predetermined standards of practice; the apprenticeship model views the mentor as a master teacher to be imitated; the reflective model views the mentor as a "critical friend" who helps with teaching evaluation.
7. Critical Friends Group: The professional community at CFG seeks to advance student learning via teamwork. Members concentrate on elements that impact students' academic performance, such as reviewing the curriculum and their assignments (School Reform Initiative, 2012, as referenced in Yuvayapan, 2013). In a collaborative teachers' community, CFG determines the students' learning objectives and considers strategies to attain them (Cohen, 2008; as referenced in Yuvayapan, 2013). Precise goals distinguish CFG, well-stated and connected to the group's mission. Six aspects of the goals are determined by Lunenberg (1995) (quoted in Yuvayapan, 2013) • Specific: When objectives are spelled out, they are specific. • Measurable: Accurate and quantifiable objectives allow for long-term tracking. • Achievable: If a goal is practical, it can be accomplished. Though unattainable objectives are counterproductive, the effort required to achieve them can motivate extraordinary effort. • Relevant: If a goal is seen as significant by both the team and the individual, it is relevant. Superficial goals are forgotten because they are meaningless. • Trackable: To monitor progress, goals must be trackable. Objectives must not be so many or intricate that they confound teams instead of guiding them. • Ongoing: Not every goal will be accomplished within the allotted time frame. While specific objectives can be accomplished more quickly, others take longer. In addition to improving their teaching based on their experiences with CFG protocols, the participating teachers were able to build a sense of a professional community through collaborative work, learn from one another in a positive and sharing environment, become more reflective in their teaching, identify their areas of strength and weakness; and, lastly, establish positive attitudes toward professional development, which is a prerequisite in creating an effective teaching and learning environment (Yuvayapan, 2013). Zepeda (2008) claims that CFG is a fulfilling approach to professional development because it is ongoing, centers on the teaching and learning of the teacher's students, and occurs in small groups with dependable and encouraging colleagues at the instructors' school.
8. Professional Development Schools: These educational institutions often consist of an alliance between a local teacher college and a school. Within the school, a group of educators are called "master teachers." In 2005, Gaible and Burns. Institutional assistance is necessary and involved in the professional development school paradigm (Wise, 2000). The professional development school model differs depending on the environment. Teachers who are proficient in basic skills can graduate to intermediate and advanced abilities with the aid of professional development schools (Hooker, 2008). After completing their practica (or internships) with master teachers, student teachers at the teachers' college return to the college for additional instruction. After graduating, they are assigned to the same school, where a master teacher serves as their mentor for the academic year. At Professional Development Schools, groups of younger teachers with advanced training are developed over time. Volume 6, Issue 1 (January 2019) of The Online Journal of Quality in Higher Education can be found at www.tojqih.net. The Online Journal of Quality in Higher Education is copyrighted. As they gain experience, these younger specialists can assist in expanding the Professional Development Schools program to other teacher colleges or serve as mentors in other schools (Gaible & Burns, 2005).

Barriers and Opportunities for Teachers Using AI

Everything has its positive and negative side. Using AI technologies is no exception. Here are the two sides of using AI for teachers in short:

Opportunities for teachers using AI:

AI-powered tools such as Bing, ChatGPT, Google Assistant, Amazon Alexa, and Apple's Siri benefit individuals seeking more accessible tasks like gathering information and making texts. For instance, when a teacher plans a lesson, they must take care of everything from lesson preparation to evaluating students' performance. While creating the lesson plan, teachers require additional information beyond the curriculum and textbooks. With the help of search engines and AI tools, teachers can quickly gather relevant information related to their lesson plans. During the class, they can use AI-powered tools to create evaluation papers and even generate creative questions for exams using tools like ChatGPT and Bing. This makes the entire process seamless and less time-consuming, allowing teachers to focus on creating more innovative ideas for their lessons and assessment processes. The more specific and creative the idea, the more beneficial the use of AI in lesson planning and preparation becomes.

The text, picture, and video-making tools are fascinating resources that can enhance the classroom experience and improve lesson comprehension. Using these tools, students can witness their imaginative ideas come to life before their eyes. This innovative approach can transform words into captivating visuals and animations, making learning more engaging.

There are some image generators below:

1. DALL.E 3
2. YouCam Makeup - Best AI Image Generator & AI Avatar Generator
3. YouCam AI Pro - Best Text-To-Image Generator
4. Lensa - AI Image Generator & Avatar Creation
5. Fotor - AI Image Generation & AI Art Generator
6. Imagine: AI Art Generator - Text-To-Image Generator
7. DeepArt - AI Image Generator & AI Art Generator
8. Lexica
9. Discord
10. Microsoft Bing- Image creator

(Source: https://www.perfectcorp.com/consumer/blog/selfie-editing/best-ai-image-generators)

Before AI tools such as ChatGPT and other generative AI resources were available, educators often relied on YouTube videos or other pre-existing documentaries created by external parties. However, with the advent of generative AI tools, individuals are now empowered to produce tailored videos that cater specifically to the needs and preferences of their classroom environment. With the help of image and video creators, educators can effortlessly recreate the classroom experience virtually. If a teacher lacks the expertise to produce a video manually, there is no need to worry. Simply providing a video description is sufficient to generate one tailored to specific requirements. Ai.invideo.io is an excellent online resource for creating videos based on descriptions.

As teaching is a huge responsibility and the workload is high, using AI can help teachers to reduce the workload. One of AI's main characteristics is that it can read its database and search for the information it is storing. Also, logical functions can be worked to make any conclusion or answer. It will be easier for a teacher to make a lesson and use creativity along with the information provided by the AI tools. (al-Zyoud, 2020). As educators, it is essential to guide students in developing their cognitive abilities through a range of initiatives and class activities. By prioritizing the creative learning methods of our students, utilizing various tools to lessen their workload, and delivering comprehensive and enjoyable lessons, we can succeed in our profession. This is where teacher professional development through AI can play a crucial role.

Artificial intelligence presents numerous advantages for educators, such as aiding in lesson planning by identifying students' needs and familiarising teachers, facilitating implementation through prompt feedback and teacher intervention, and enabling assessment through automated essay scoring. Additionally, the research done by Celik et al. (2022) discovered that teachers play crucial roles in advancing AI technology, including serving as models for training AI algorithms and verifying the accuracy of automated assessment systems. Despite these benefits, the research has uncovered several obstacles to successful AI integration in teaching, which can be used as a framework for future development. (Celik et al., 2022). For a successful adaptation of AI in schools, teachers' opinions, experiences, and expectations need to be considered (Holmes et al., 2019, as cited in Celik et al., 2022) because the absence of pedagogical knowledge among the AI developers which fails the role of AI of a teacher (Cukurova & Luckin, 2018; Luckin & Cukurova, 2019 as cited in Celik et al., 2022). That makes the teacher a crucial stakeholder in AI-based teaching (Seufert et al., 2020, as cited in Celik et al., 2022). Teachers must be prepared to carry out the role through their professional development.

In order to effectively utilize AI tools, teachers will need to possess a high level of competence and expertise. The education sector is becoming increasingly competitive, not only among human educators but also with virtual AI counterparts. While humans possess greater intelligence than AI, the latter can work tirelessly. Therefore, teachers must have a thorough understanding of AI and its applications. It will take time to understand the use and the potential of AI tools for teachers.  

Barriers for teachers using AI:

While AI tools can undoubtedly save time, they do have limitations. AI is an assistive tool. They rely on algorithms created by programmers and need more true originality. These tools require specific instructions to generate the desired output and often necessitate knowledge of specific hacks. Therefore, teachers must be trained to use them effectively rather than relying solely on AI tools. For instance, if a teacher wishes to demonstrate a topic, s/hecannot rely on AI tools to generate that theme wholely. Instead, s/he must draft or plan how to present it to the class. Then, s/he can use tools to make it visible. It is important to remember that originality comes from the individual, not AI tools.

As technology becomes increasingly prevalent, it is only natural that students have access to AI tools. However, students must use these tools to assist rather than rely entirely on them. Students who need help understanding the importance of learning and education may be tempted to overuse AI. Additionally, they may turn to AI in large numbers if they are pressed for time. To prevent students from relying too heavily on AI, teachers should educate them and make them understand the benefits and drawbacks of using these tools. Students should also learn to respect originality and understand the appropriate range of AI usage. Despite their benefits, there is a possibility of losing creativity and originality while using AI tools. And Teachers can play a vital role in boosting students' morale on this matter.

As education continues to shift towards digital platforms, it is essential to note that there may be a decrease in the need for teachers (Dillenbourg, 2016). Rather than pondering whether AI will replace educators, it is more practical to explore AI's benefits and how these advantages may alter their responsibilities in the classroom (Hrastinski et al., 2019).

Curriculum Components

AI in education is a technical field. Teachers who are already experts in teaching can use AI tools to teach students. If a teacher needs to be more competent, s/he can learn how to use AI in teaching. Some components can make a teacher more trained and able to adapt to the AI tools. Also, competency with the tools must be achieved to have the best outcome. Here are some components a teacher training should have:

1. Pedagogical Integration of AI:

As we move towards a future increasingly powered by artificial intelligence (AI), we must prepare our students for this new era. One way to achieve this is by integrating AI-based projects into the current curriculum. By utilizing AI tools to analyze data related to various subjects such as science, mathematics, or social studies, we can provide our students with a more comprehensive and engaging educational experience. This will equip them with the skills they need to succeed in a world driven by AI and prepare them to be the innovators and leaders of tomorrow. By doing so, students can better understand how AI technology works and how it can be applied to real-world scenarios. This integration approach can enhance student engagement, promote critical thinking, and improve academic performance. Reviewing examples of schools that have already successfully integrated AI into their curriculum is recommended to strengthen this approach.

2. Technology Integration:

AI Tools for Education: With the advent of artificial intelligence, educators can now leverage AI-powered educational tools such as Squirrel AI or IBM Watson Education to enhance their teaching approaches. These tools are designed to improve learning outcomes and increase student engagement by adapting to individual learning needs, providing real-time feedback, and tracking student progress. Some platforms for tracking student progress and class are Google Classroom, Canvas, and Coursera. Teachers can train on these platforms and be motivated to take them into mind when they teach. Rewarding students with virtual badges (see the link below the paragraph) can encourage them to participate in class projects and tasks. These badges can also be used to recognize participants' efforts in teacher training seminars, classrooms, and the online community of learners. 

Example of online Badges:

https://api.badgr.io/public/assertions/qNxjuAGbTQiaoxJTVBFQbg?identity__email=israt.oeeshi%40auw.edu.bd

https://api.badgr.io/public/assertions/lMJEWqK3T0CLH3gx187Y8A?identity__email=panke%40sog.unc.edu 

3. Collaborative Learning Environments:

Online Collaboration Tools: Collaborative learning is a pedagogical approach that emphasizes working together to achieve shared learning goals. Online collaboration tools, such as Google Workspace for Education or Microsoft Teams, have recently become increasingly popular to facilitate this approach. These platforms allow real-time communication and collaboration, enabling students to collaborate on group projects and assignments from anywhere. By fostering a sense of community and encouraging active participation, collaborative learning environments can lead to improved academic performance and higher levels of engagement among students. In addition to these benefits, online collaboration tools can help teachers monitor student progress and provide targeted feedback, making them valuable tools in modern education.

4. Continuous Professional Development:

Keeping Up with AI Advances: In the rapidly evolving field of artificial intelligence, educators must remain updated with the latest trends and advancements to ensure they provide students with the best possible education. One effective way for teachers to continuously develop their professional skills is through attending webinars and conferences or joining online communities such as the AI in Education group on LinkedIn. These activities provide an excellent opportunity for teachers to enhance their knowledge and learn new skills.

Teachers can also track and report their progress by self-evaluating their improvement in knowledge and skills after participating in such activities. By prioritizing continuous professional development, educators can stay ahead of the curve and better meet the demands of the ever-changing educational landscape. 

In conclusion, staying up to date with AI advancements is vital for educators to integrate AI into their teaching practices effectively. Through continuous professional development, teachers can enhance their knowledge and skills, resulting in a better learning experience for their students.

5. Professional Learning Networks (PLNs):

Joining AI Educator Communities: Professional Learning Networks (PLNs) are groups of educators who come together to share resources, experiences, and knowledge. By joining an AI Educator Community, such as the AI for Education group on Edutopia, teachers can expand their understanding of artificial intelligence and its applications in education. 

Participating in these networks can be invaluable for teachers who want to stay up to date with the latest developments in AI and learn from the experiences of other educators. They can share their experiences and ask questions, gaining insights and practical advice from their peers. 

Educators can see the value gained from participating in these communities by reading testimonials from other teachers who have participated in such networks. They can learn about the benefits of connecting with other teachers who share their interests and concerns about AI in education. This can help them develop professionally and better serve their students.

6. Real-World Application Projects: 

Hands-On Projects: A critical aspect of AI is its practical application in the real world. As such, schools can showcase examples of AI-related projects aimed at improving student learning outcomes and critical thinking skills. For instance, the AI4K12 initiative is an excellent example of how schools can use AI to enhance the learning experience. This project involves using AI-powered tools to analyze and provide feedback on student work, allowing instructors to tailor their teaching methods to the needs of individual students. The results have been impressive, with improved student engagement, higher test scores, and better critical thinking skills. Overall, the AI4K12 initiative is just one of many examples of how AI can be used practically to improve education outcomes. Here are some competencies (of AI) that teachers need: 

1. AI Fundamentals:

Understanding AI Basics: 

Educators interested in gaining fundamental knowledge about Artificial Intelligence (AI) can explore its various components, such as machine learning, natural language processing, and computer vision. By understanding how machine learning algorithms analyze data and make predictions, they can understand AI. This knowledge can be acquired through online e-learning platforms like Coursera or edX, which offer comprehensive courses on AI principles. Educators can gain a deeper understanding of AI and its applications through these courses.

2. Adaptive Learning:

Adaptive learning platforms such as Khan Academy and DreamBox Learning use advanced algorithms and AI technology to provide personalized learning experiences for students. By continuously monitoring individual students' progress and performance, these tools can dynamically adapt their learning materials and methods to suit each student's unique needs and learning style. This helps to ensure that students receive the most effective and efficient learning experience possible, and research studies have shown that these adaptive learning tools can significantly improve student outcomes and achievement.

3. Data Literacy and Management:

Data Literacy Skills: 

In the age of artificial intelligence, educators must possess a sound understanding of data management and literacy, as they have become crucial skills for them. By learning to interpret data visualizations created by AI systems, teachers can unearth hidden patterns and trends, which can aid in developing effective teaching methodologies. Moreover, conducting pre-and post-training assessments can help gauge their proficiency in this area, enabling them to bridge any knowledge gaps and improve their data analysis skills.

Data Privacy and Security:

Additionally, it is equally important for teachers to be well-versed in the intricacies of data privacy and security regulations, such as GDPR, to safeguard student data. Proper training in these areas can heighten awareness and adherence to data privacy policies, ensuring educators can handle sensitive student data responsibly and securely. This, in turn, will foster a culture of trust and transparency between teachers, students, and parents.

Some additional curriculum components proposed by Jain (2023) are necessary to take into consideration for a general overview of the development of the educational system are given below: 

https://youtu.be/WTgpj262NjQ 

Suggestions for TPD in relation to AI in K–12 education and the need for action  

The following recommendations are intended for education professionals and policymakers, particularly those responsible for Teacher Professional Development (TPD) programs, focusing on Artificial Intelligence (AI) in K-12 education and the imperative for action. These suggestions are grounded in empirical evidence and expert opinions, also provided below.

1. To empower educators with the ability to incorporate AI into their teaching practices confidently, it is essential to establish AI literacy programs for teachers. These Teacher Professional Development (TPD) initiatives should prioritize equipping teachers with the knowledge and skills to effectively leverage AI in the classroom. This can be accomplished through diverse mediums such as workshops, online courses, and professional development sessions. Notably, research by Hill and Bebell (2011) underscores the significance of providing teachers with professional development opportunities that address emerging technologies, including AI. Such initiatives can significantly boost their competence and confidence in integrating innovative technological tools into their instructional practices.

2. Promoting collaboration between educators and AI experts in Teacher Professional Development (TPD) programs is important. This partnership allows for the co-creation of AI-powered educational tools and resources tailored to meet educators' needs and their teaching methods. By working together, teachers and AI experts can gain a deeper understanding of the capabilities and limitations of AI in education, resulting in more successful implementation of these tools. As reported by EdSurge, this approach leads to a more nuanced comprehension of AI's potential, ultimately resulting in more effective implementation.

3. Encourage critical thinking and ethical awareness: TPD initiatives should prioritize the development of critical thinking skills and ethical awareness when incorporating AI into classroom instruction. Educators must instruct students on how to scrutinize data, algorithms, and automated decision-making processes thoughtfully.

The National Education Association has recommended that "Discussions must accompany AI integration in education on ethics, privacy, prejudice, and the responsible deployment of AI systems."

4. It is crucial to provide teachers with continuous learning opportunities to stay updated with the latest advancements in AI. TPD programs should include conferences, webinars, and online resources to ensure educators remain confident and skilled in implementing AI in their classrooms. The Education Commission of the States recognizes the significance of ongoing professional development for teachers to keep pace with the evolving AI landscape in education.

5. To promote equitable AI usage, TPD programs should address potential biases and inequities that AI systems may perpetuate. Educators need to be cognizant of these issues and equipped with practical strategies to mitigate them, thereby facilitating fair and inclusive AI incorporation in classroom settings. A recent UNESCO report highlights the significance of providing teacher training that familiarizes educators with the risks of AI reinforcing biases and inequalities while enhancing their proficiency in teaching AI for social good.

Through implementing the recommendations above, teacher professional development (TPD) programs can successfully facilitate the integration of artificial intelligence (AI) in K-12 education. This approach enables educators to leverage the full potential of AI but also helps them navigate the ethical and practical challenges inherent in its use.

Conclusion

As we all know, education is the foundation of any society. Teachers, as educators, play a fundamental role in shaping the future of the younger generation by providing them with quality education. However, with rapid technological advancement, the education sector has undergone significant transformation. With the advent of Artificial Intelligence (AI), there has been a paradigm shift in teaching and learning, offering innovative tools and user-friendly features that can significantly enhance the learning experience.

By incorporating AI into classroom settings, teachers can create a more engaging, practical, and visually appealing learning environment for students. AI-powered learning tools can help teachers personalize learning experiences, assess student progress in real time, and offer immediate feedback. These tools can provide students with valuable opportunities for hands-on learning that can help develop their critical thinking, creativity, and problem-solving skills.

However, to fully harness the potential of AI, teachers need to receive proper training and become familiar with the various educational tools available to them. By doing so, they can effectively integrate AI into their teaching practices. This can enable them to stay up-to-date with the latest educational advancements, enhance their teaching methodologies, and provide students with a more comprehensive learning experience. 

Incorporating AI into the classroom can also promote the professional development of teachers, leading to the growth of the education sector and ensuring a brighter future for the next generation. Therefore, we must invest in the training and development of our teachers to equip them with the necessary skills to integrate AI into their teaching practices and create a better learning environment for our students.

Glossary:

1.  Teacher Professional Development: Teacher professional development refers to a process by which educators acquire new knowledge, skills, strategies, and qualifications to enhance their teaching practices. It often involves workshops, courses, seminars, and other activities aimed at improving a teacher's effectiveness in the classroom.

2.  AI-aided education system: Already existing education system of traditional or modern which will be aided by AI tools in some areas to develop the system.

3.  AI in Education: AI in education refers to the integration of artificial intelligence technologies, such as machine learning and natural language processing, into educational settings. This can involve using AI to personalize learning, analyze student performance, automate administrative tasks, or provide intelligent tutoring systems.

4.  K-12 Sector: The K-12 sector encompasses primary and secondary education, typically covering kindergarten (K) through 12th grade students. It represents the foundational levels of education before students enter higher education or post-secondary institutions.

5.  Curriculum Development: Curriculum development is the process of designing and creating educational content, materials, and instructional plans that outline what students are expected to learn in a specific educational program or course. It involves selecting educational goals, organizing content, and designing assessment strategies.

6.  Ethical Considerations: Ethical considerations in education refer to the evaluation and decision-making processes that take into account moral principles, values, and standards when addressing various issues and challenges within the educational context. This can include issues related to fairness, equity, privacy, and the responsible use of technology, among others.

7. TPACK: As a theoretical framework for comprehending teacher knowledge necessary for successful technology integration, the Technological Pedagogical Content Knowledge (TPACK) was brought to the field of education research. Technology Knowledge, Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge, and Technological Pedagogical Content Knowledge are the seven components covered by the TPACK framework.

8. STEM: Science, Technology, Engineering, and Mathematics are four closely related fields of study that are commonly referred to by their acronym, STEM. Because of their shared theoretical and practical characteristics, the fields are frequently linked together.

9. Curriculum Components: The process of creating a curriculum is creating a teaching plan that caters to each student's individual learning needs. 

10. Digital Pedagogy: The goal of digital pedagogy is to approach digital tools from a critical pedagogical viewpoint, not to use them for instructional purposes. Thus, it is as important to utilize digital tools carefully as it is to recognize when to use them, as well as to investigate how they affect learning.

11.Training: Training refers to the organized process of imparting specific knowledge, skills, or competencies to individuals, often for the purpose of performing a particular job or task. Training can take various forms, including on-the-job training, formal education, workshops, and hands-on learning experiences.

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