Monthly Archives: February 2021
Integrating AI into Gifted Education

This week we chatted about integrating AI (artificial intelligence) into gifted education. Many GT students are well suited for using AI. There are two primary aspects of AI which may be appealing to gifted students; using AI as a supplement to learning and AI programming as a career. For a multitude of reasons as numerous as there are GT students, many view AI with the understanding that it is a tool to be used in their education; not a threat or as an instructor who questions their ability. GT students often express intense interest in areas outside the mainstream. AI can aid in research and communication with genuine academic peers. Many GT students have an affinity for technology. AI programming is a natural extension of that interest to improve the tech; to make it more user friendly while being cognizant of its potential misuse. AI also provides GT students the freedom to pursue their interests and an authentic audience for their findings.
Gifted education faces the same challenges faced by education as a whole to implementing the use of AI in the classroom. Unfortunately, the technology for wide-spread use of AI isn’t there yet. The vast potential uses for AI in education are mind-boggling. The prudent way forward would be to start small and build on early successes. Ethical questions and concerns over cyber-security issues are challenges which must be addressed in the immediate future. Programming biases can affect the usefulness of algorithms. Economic concerns are top of mind as school districts cannot afford to dedicate resources to unproven or not fully developed technologies. New technology always incurs the added expense of ongoing training for school personnel.
For decades it has been observed that so often GT students languish in classrooms while age-peers are taught material they have already mastered to the point it has become fodder for mean memes and the comics. Using AI in the classroom is more than employing robots as teachers. AI is just as likely to be a web application used to enhance learning. GT students can be supported in the classroom through digital assistants to personalize learning through differentiated instruction, timely feedback, and tutoring when necessary. For years, schools have focused on addressing students’ weaknesses and rightly so. However, AI has the ability to see potential without bias and address students’ strengths. The use of VR (virtual reality) in the classroom is only beginning to be explored. Providing first-hand experiences in a safe environment can be a game-changer. AI has the real potential to assist talented students where quantifying results and the resulting information feedback can be used to improve performance.
How can AI be used to support teachers? First and foremost, AI should be considered as an assistant not a replacement for teachers. AI is a valuable tool for communication, assessment, differentiated instruction, analyzing student data, classroom management, and teacher training. It can be used to support teachers by assisting with lesson planning, scheduling, adaptive learning, classroom audio-visual device management, and test prep. AI can empower teachers to become lifelong learners, policy influencers, and provide time to connect to their students to facilitate learning. It can support schools with scheduling staff, transportation, facilities management and maintenance, safety and security, and cybersecurity.
Smarter content is an excellent example of how AI can support the learning process. Digital lessons can be enhanced through customization in the form of digital textbooks; targeted and individualized lessons; and study guides. Information can be presented in new ways such as AI produced visualizations, content simulation, and within online study environments. AI allows for instantaneous updates to information contained in lessons and the ability to customize content to different learning abilities.
How has COVID19 impacted the use of AI in K-12? Cash-strapped schools due to coronavirus may delay acquiring new tech. However, others will have benefited by the purchases of tech devices to provide remote learning. Many will also benefit from the data provided by AI already in use. COVID19 propelled many of us into the future to accommodate hybrid and remote learning. Research into the feasibility of AI occurred in real time. Security and accountability issues were addressed head on. It became more of a tool and less of a threat.
A transcript of this chat can be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZDT/Noon AEDT/Midnight UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com
Resources:
How AI Will Impact Talented Kids In The Future | Duke TIP
Humanoid Robots for Skill Augmentation of Gifted Children: Teachers’ Perceptions and Islamic Implications (pdf) | ScienceDirect
How AI Can Make the World More Fair for ‘gifted’ Kids
Using Technology with Gifted Students
Ethical Approach to AI Opens a World of Possibilities for Young Gifted Students
Using EEG Features and Machine Learning to Predict Gifted Children (pdf)
Five Ways to Make AI a Greater Force for Good in 2021 | MIT Technology Review
Unleashing the Power of AI for Education | MIT Technology Review
Advantages and Challenges of AI in Education for Teachers and Schools
Intelligence (AI) Is Transforming Education for the Better
IBM Research: Neuro-Symbolic AI
What Is Neuro-Symbolic AI and Why Are Researchers Gushing Over It
The Effects of Artificial Intelligence on Education
Artificial Intelligence in K-12: The Right Mix for Learning or a Bad Idea? | Ed Week
Future of Education and Skills 2030: Conceptual Learning Framework (pdf) | OECD
5 Ways AI Is Changing the Education Industry
Artificial Intelligence Is Changing Education: Scary, Harmful, Or Awesome?
8 Helpful Everyday Examples of Artificial Intelligence
5 Main Roles of Artificial Intelligence in Education
AI in Education: Where is It Now and What is the Future?
The Role of Artificial Intelligence in Learning
Artificial Intelligence Explorations and Their Practical Use in K-12 School Environments Program (FREE course) | ISTE
Automated Writing Feedback Programs Help Teachers Coach Students How to Write
Cybraryman’s Artificial Intelligence (AI) Page
Image courtesy of Pixabay Pixabay License
Graphic courtesy of Lisa Conrad
Thinking and Writing through Digital Storytelling
Digital storytelling is a modern-era way tell your story using the multi-media tools available. Digital stories generally are a mix of images, audio and video and presented on multiple platforms. Digital authors can tell their stories through such means as ebooks, blogs, PP presentations, TikTok, documentaries, and even tweets.
The 7 elements of digital storytelling are based on traditional storytelling: point of view, a dramatic question, emotional content, personal voice, soundtrack, economy of content, and pacing. Over time, the original elements have been modified to include an overall purpose for the story, clarity of the author’s voice, using meaningful audio, being cognizant of good grammar and language used, and quality visual elements. Digital storytelling has spawned new ways of thinking about how a story is told considering digital composition, digital literacy, and multimodal literacy which in turn affects how we think.
Digital storytelling is an enhanced way to tell a story. Done right, it is a better way to get the author’s thoughts across to their audience. It extends the scope and authenticity of the audience. Digital storytelling can be limited by the availability of technology. Access to resources can be a major factor in how well a storyteller gets their message across. It’s the difference between pen & paper and the printing press. The potential audience is exponentially greater than that of traditional storytelling. Today’s stories can be accessed globally in an instant on a wide variety of platforms and devices.
Digital storytelling can enhance learning. It elevates dry and oftentimes boring subject matter to a higher level of student engagement. Digital stories provide a way for the student to become a part of the story; to interact with the story and the author. This can invite active learning. A good digital story connects the author and audience. It builds a sense of community between the story teller and the listener.
Digital storytelling in the GT classroom is about using technology in a way to spark the imagination and critical thinking. In the GT classroom it transforms thinking about how a story is told to understanding why a story should be told. Digital storytelling can become an effective method for learning and using essential skills such as research, selecting resources, using technology, collaborating with peers, and how to present a story.
What are the benefits of digital storytelling for GT students? It can inspire a GT student’s thinking and writing. It explores depth and complexity. It can create a sense of community with their intellectual peers. Learning the digital storytelling process can ignite creative thinking. The digital author transform from storyteller to director and producer through critical thinking about choice of tech tools to tell their story.
A transcript of the chat can be found on our Wakelet page.

Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZDT/Noon AEDT/Midnight UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com
Resources:
Educational Uses of Digital Storytelling
7 Elements of Digital Storytelling in 4 Minutes (YouTube 3:59)
TEDx: The Evolution of Digital Story Telling (YouTube 15:14)
TEDx: Why Storytelling is So Powerful in the Digital Era (YouTube 14:33)
TEDx: Why Storytelling is More Trustworthy than Presenting Data (YouTube 13:55)
Harvard Business Publishing: What Makes Storytelling So Effective for Learning?
How can I use Digital Storytelling in the Classroom?
AU (Univ. of Wollongong): Digital Storytelling
Digital Storytelling: an Efficient and Engaging Learning Activity
The Effectiveness of Digital Storytelling in the Classrooms: A Comprehensive Study
Columbia: Digital Storytelling 2019
30 Sites and Apps for Digital Storytelling
Eastern Washington University: Digital Storytelling
Penn State: Digital Storytelling
Digital Storytelling for Engagement in COVID-19 Era
Digital Storytelling Apps for Elementary Students
Digital Storytelling Guide (pdf) https://bit.ly/3nqe6cz
Cybraryman’s Digital Storytelling Page
Cybraryman’s Storytelling Page
Episode 1: Introduction – The Mechanical Universe (YouTube 28:46)
Photo courtesy of Pixabay Pixabay License
Graphic courtesy of Lisa Conrad