John Taylor, Professor of Economics at Stanford University and developer of the "Taylor Rule" for setting interest rates | Stanford University
John Taylor, Professor of Economics at Stanford University and developer of the "Taylor Rule" for setting interest rates | Stanford University
Brandi Cannon, a doctoral student at Stanford Graduate School of Education, and Bryan Brown, a faculty member, are integrating artificial intelligence (AI) into their curriculum. They aim to help future educators understand AI's role in teaching. To achieve this, Cannon visited the AI Tinkery at Stanford Accelerator for Learning. Jessica Ann, the AI Tinkery manager, provided resources developed by Classroom-Ready Resources About AI For Teaching and the Center to Support Excellence in Teaching. This collaboration resulted in a 30-minute lesson plan introducing AI to teacher candidates.
The demand for guidance on using AI in education is significant. A recent report indicated that 92% of teachers and educational leaders sought such guidance. The U.S. Department of Education has issued insights and recommendations on AI's role in classrooms.
The AI Tinkery offers a space for educators to explore AI tools and concepts. Karin Forssell, founder of the GSE Makery and the new AI Tinkery, described it as a "phygital" experience where educators can learn about and experiment with AI. Located at the Center for Educational Research at Stanford (CERAS), it provides access to tools, research, and community engagement opportunities.
Ann emphasized that the goal is to create a collaborative learning environment where educators can share knowledge about AI's use in education. The resources include lesson plans from CRAFT, CSET, and other institutions within Stanford.
The programming at the AI Tinkery includes open hours for tool exploration, workshops by campus experts, one-on-one support sessions, and classroom visits. Future events will feature hands-on sessions called "Tinker Time," product demos, and virtual exchanges led by faculty.
Forssell noted that as technology evolves, so too will its application in teaching. The space encourages discussions about possible uses of new technologies. Ann added that it's not an "AI hype zone," but rather a place for educators to discuss technology implications.
Both Forssell and Ann emphasize adaptability in response to ongoing feedback from educators exploring AI's potential in teaching practices.
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