As a first-grade teacher in a Title I school, I’ve witnessed how limited access to technology can impact student learning. While AI tools offer a lot of potential, students without reliable internet or devices at home often struggle to participate fully. Additionally, English Language Learners in schools face barriers when AI tools lack multilingual support.

Also, It’s unclear how these tools handle sensitive student information. In previous courses for MALDT we have graded content based off of safety and privacy of personal information. This makes me wonder more about what these AI tools do with this data.

In my first grade class, we use writing journals where students document their thinking process. This aligns with the idea of focusing on the process of learning rather than the final output. It is a great way to document their academic journey. While I agree with this, it requires a large amount of time for feedback. This can be particularly difficult in a lower elementary class because you have to meet one-on-one with each student to help transcribe for some students (especially at the beginning of the year). In large classrooms, what do you think are some feasible ways to do this?

In asynchronous settings, it is hard to assess authentic learning. Strategies like oral assessments or in class reflections, as the article suggests, could mitigate this, but these are harder to scale. Do others think strategies like modifying assignments or emphasizing creativity are scalable to larger classrooms?

Just testing this out to see how it works.