Transformational leadership practices can support district leaders in integrating and adopting AI responsibly and effectively in schools.

From social isolation to a mistaken belief that they can multitask, here are some of the risks that arise when students use digital tools—and what teachers can do to help.

I denne uge løber Skolelederforeningens årsmøde af stablen. Temaet er kunstig intelligens i skolen.

Censorformandskabet ved læreruddannelsen efterspørger klarere fælles retningslinjer for brugen af kunstig intelligens ved eksamen og håber på, det kan blive et inspirerende værktøj for de studerende.

A new report by the Center on Reinventing Public Education report examines 40 school districts that adopted artificial intelligence at an early stage, finding that 65% of those districts offer guidance on AI use for students, teachers and families.

About a third of 40 school districts who were first to use artificial intelligence lack formal policies on the tool, a CRPE analysis found.

As AI integration proceeds, educators have an opportunity to address and understand the potential for bias and discrimination.

A new wave of educators step into leadership every semester, but with over one-third feeling their enthusiasm waning and 38% planning to leave within three years, there is a pressing question: How can new school leaders thrive in such a challenging landscape?

To fully embrace the transformative potential of AI in education, we must rethink both what we teach and how we teach.

The federal guidance, prompted by a Biden administration executive order, includes district strategies for mitigating risks and developing AI use policies.

Most preservice teachers’ programs lack policies on using AI, CRPE finds, and are likely unready to teach future educators about the field.