How to use AI?
C-I-G-A Framework
C-I-G-A is a framework for thinking about AI integration in teaching and learning. This framework, divided into foundational and relational levels, offers a structured approach to harnessing the potential of AI in the classroom.
At the foundational level, teachers and students are leveraging AI for the automation of non-classroom teaching processes and for the generation of educational content. Activities at the foundational level are designed to save teachers’ time, which provides them more time for conversing with students.
At the relational level, teachers are working with students to evaluate the usefulness and appropriateness of AI systems and to bring their unique human capacities to problem solve with AI. The goal is to leverage both AI and human capacities in the goal of tackling problems together.
Automate
Automation, the first pillar of the foundational level, emphasizes the power of AI to streamline various tasks and processes. In this context, AI primarily replaces human decision-making, offering speed and efficiency. While automation can significantly enhance productivity, it often operates without the need for critical thinking or human intervention.
For instance, numerous productivity tools exist that can swiftly summarize content from PDFs, YouTube videos, or podcasts. These tools operate autonomously, providing summaries without the need for human oversight or input, showcasing the sheer efficiency of AI in handling repetitive or data-intensive tasks.
Generate
Generate, while rooted in automation, necessitates human decision-making. Many AI tools in this category can produce content, such as images, videos, or music, based on textual input. While these tools can rapidly generate content, they rely on human input to function. The user must decide on the text or combination of words to input, ensuring the generated content aligns with their intent.
For example, while a tool might create an image based on a textual description, the user must determine the specifics of that description, guiding the AI towards the desired outcome. This interplay between automation and human decision-making underscores the collaborative potential of AI in content generation.
Investigate
The relational level commences with Investigation, emphasizing a deep dive into the workings and implications of AI. Here, both teachers and students engage in a critical analysis of AI-generated content and systems. This involves assessing the utility and appropriateness of AI tools, discussing potential enhancements, modifications, or even the need to discard certain tools.
Beyond mere functionality, the Investigate aspect also delves into the ethical dimensions of AI. Teachers and students collaboratively explore issues related to privacy, user data, and the broader societal implications of AI deployment. This critical examination ensures that users remain informed and ethical in their AI interactions.
Collaborate
Collaboration, the final pillar of the C-I-G-A framework, champions the fusion of AI-generated content with distinct human characteristics like empathy, intuition, morality, creativity, and physical understanding. It's not just about using AI but about synergizing with it.
The essence of Collaborate lies in problem-solving. Teachers and students, equipped with AI tools, come together to address complex issues, leveraging the strengths of both human intuition and AI's computational prowess. This collaborative approach ensures that solutions are holistic, innovative, and grounded in both human values and technological advancements.
In conclusion, the C-I-G-A framework offers a holistic approach to AI integration in K-12 education, balancing the efficiencies of automation with the critical thinking and collaborative spirit of human-AI interactions.
