AI Tools: Tools List

intentionally misleading

strategies to identify misinformation

importance of using evidence to defend their thinking.

No "absolute truth"  just the most defensible truth.

observations

assumptions

inferences

a conclusion or opinion that is formed because of known facts or evidence

a guess that you make or an opinion that you form based on the information that you have

making inferences based on evidence, rather than their personal feelings.

assumptions that "b" follows "a" or that one thing indicates, precedes, or is associated with another unspoken event or idea.

reading between the lines

extrapolation, deduction, judgement, prejudice, implied, 

When asked what brought them to that conclusion, students share a range of evidence, from their knowledge of cats who hate water to their gut feeling that something seemed off. We discuss how prior knowledge and trusting your intuition can help you detect misinformation, but there are also strategies that provide further evidence.

Implication and inference are two related words which are opposites.

To imply is to suggest something is true without actually saying it. Examples:

1. Your former spouse: suggests you did have a spouse to whom you are no longer married.
2. Have you finalized the divorce proceedings? suggests not only that you are married, but that you have been in the process of divorce.

To infer is to see the implication in the sentence. It is being able to make a conclusion based on indirect evidence or information. When you realize the meaning of the second sentence, and protest "I have never beaten her", you have made an inference.

Here are the rules:

• The person who makes the suggestion implies it.
• The person who recognizes the suggestion infers it (or draws an inference).
• Inference always comes after an implication: I imply, then you infer.

An implication is always verbal, but inferring is not always verbal. A non-verbal response might show the indirect message (implication) had been accurately interpreted (inferred) by the receiver. Example: I hate you! may contain unspoken implications, according to circumstance and tone of voice. Between two lovers it might mean:

1. Bitter feelings after a quarrel. This is the literal meaning and not an implication.
2. A statement of love. Response might be "I love you, too" (verbal) or to blow a kiss (non-verbal).

“I think video #1 is real or fake because…,” which emphasizes the importance of evidence.

• “Can I do some side research?”
• “Can I try a reverse Google image search?”
• “Can I Google Tasos Kokkinidis and see if he’s real?”

• “Google translate that; it’s a fake language!”
• “Can an octopus only have seven legs? Wait, don’t they live in the water?”
• “Look up Kelvinic University! I don’t think it’s real.”

How many have used it?

offers instant feedback. Students can rewrite their answers based on the feedback show work

What have you used?

What is ai?

how do ou know if AI is accurTE?

analyze data

break down complex process into simple language

tutors, generatin quizzes

Stoplight system

Some teachers, like Loudon, use the stoplight method to control the use of AI for an assignment. A red-coded assignment means AI use is prohibited, a yellow-coded assignment allows AI for proofreading and brainstorming ideas and a green-coded assignment lets students use generative AI freely.

*** understand what information the programs collect, and how it could be used and potentially impact them. He said he wants his students to be wary of AI hallucinations by fact-checking what it generates. 

quizzes & short answer qustions...how to make sure not using AI?

indicate what your work is and what is AI

Class Companion to assist in science writing. She also uses Google Notebook LM, a tool that creates a podcast for students to introduce or review content. 

generate research questions & brainstorming

 give students quick and basic feedback on grammar, repetition and whether their writing answers the assignment prompt.

AI carries significant risks, such as a decrease in students’ critical and independent thinking skills. 

Google Gemini, Notebook LM

• AI Tools for Teaching

  This section includes a selection of AI tools on developing lesson plans, differentiating materials, creating quizzes, and assisting with assessment.

• AI Tools for Presentation

  This section includes a selection of AI tools for generating automated presentations, images, and videos.

• AI Tools for Accessibility

  This section includes a selection of AI tools for accessibility including text-to-speech, task management, and speech-to-text applications.

• AI Tools for Learning

  This section includes a selection of AI tools for learning, including comprehension, vocabulary building, writing, and concept mapping.

• Further Reading

  This section includes a selection of articles on AI, including emerging research trends and open issues related to artificial intelligence.

Most useful?

• Time-saving automation: Lesson planning, grading, and assessment creation that once took hours can now be done in minutes.
• Differentiation at scale: Teachers can instantly create multiple versions of the same assignment, tailored to different reading or skill levels.
• Engagement and creativity: Interactive lesson generators make it easier to design activities that hold students’ attention.

 Questions remain about accuracy, data privacy, and equity. Will all teachers have equal access, or will gaps widen between well-resourced and under-resourced schools? Can AI outputs be trusted without careful review? And how do schools ensure student data is kept secure and compliant with privacy regulations?

AI tools most often for preparing to teach (37% used it at least monthly), making worksheets or activities (33%), or modifying materials to meet student needs (28%).

Suno, a music-generating AI platform. She wants her students to turn poetry into song lyrics, set a tone and mood and create a song or a music video out of it. 

“I had to reinvent the wheel, and that’s why we do a lot of projects, and we do a lot of Socratic seminars, and we do a lot of reflections, where they have to actually show their knowledge in the reflection,” 

AI tools most often for preparing to teach (37% used it at least monthly), making worksheets or activities (33%), or modifying materials to meet student needs (28%).

Across all nine of these tasks, 32% of teachers are using AI tools at least weekly, and 28% are using AI less frequently (monthly or less).

 teachers who invest in using AI regularly are earning an AI dividend that allows them to save time and, in most cases, improve the quality of their many work tasks.

With six in 10 teachers already using AI tools — and three in 10 using them weekly — teachers are off to a running start.

https://news.gallup.com/poll/691967/three-teachers-weekly-saving-six-weeks-year.aspx

• Diffit
• Class Companion
• ChatGPT
• Google Gemini
• TeachFX
• MagicSchool