artificial intelligence – Fabella Security

AI Adoption Plan for K-12 Schools

Posted on March 2, 2024 by Greg Price in Articles

Introduction:

This plan outlines a structured approach for K-12 schools to review and adopt Artificial Intelligence (AI) technologies in their educational and administrative processes. The plan prioritizes responsible, ethical, and effective use of AI while considering the unique needs of the school community.

1. Establish an AI Review Committee:

– Composition: Include educators, IT staff, administrators, parents, and student representatives.

– Purpose: To assess potential AI solutions and ensure they align with educational goals and compliance requirements.

2. Define Objectives and Scope:

– Educational Goals: Identify how AI can enhance teaching and learning experiences.

– Operational Efficiency: Explore AI applications in administrative tasks, data management, and resource allocation.

– Compliance: Ensure alignment with legal standards such as FERPA, COPPA, and CIPA.

3. Conduct a Needs Assessment:

– Current Technology Landscape: Evaluate existing technological infrastructure and capabilities.

– Educational Needs: Identify gaps in learning and teaching that AI can address.

– Budgetary Considerations: Assess the financial feasibility of implementing AI solutions.

4. Research and Shortlist AI Solutions:

– Vendor Engagement: Engage with AI technology providers to understand offerings.

– Pilot Programs: Identify opportunities for pilot programs or trials.

– Community Input: Solicit feedback from the school community on potential AI tools.

5. Evaluate AI Tools for Compliance and Ethics:

– Privacy and Data Security: Ensure tools comply with privacy laws and school data policies.

– Ethical Considerations: Assess tools for potential biases and ethical implications.

– Accessibility: Ensure AI solutions are accessible to all students, including those with disabilities.

6. Develop an Implementation Strategy:

– Phased Rollout: Plan for a gradual implementation, starting with pilot programs.

– Professional Development: Provide training for teachers and staff on using AI tools.

– Student and Parent Orientation: Educate students and parents about AI usage and benefits.

7. Monitor and Evaluate Impact:

– Performance Metrics: Establish metrics to assess the impact of AI on educational outcomes.

– Feedback Mechanism: Implement a system for collecting feedback from users.

– Continuous Improvement: Regularly review and adjust the AI strategy based on feedback and outcomes.

8. Ensure Ongoing Support and Maintenance:

– Technical Support: Set up a support system for AI tool-related queries and issues.

– Updates and Upgrades: Plan for regular updates to AI systems and tools.

– Policy Review: Continually update policies to reflect new learnings and technological changes.

Conclusion:

Adopting AI in public schools requires a thoughtful and inclusive approach, balancing innovation with responsibility. This plan is designed to guide schools through a comprehensive process of evaluating, implementing, and managing AI technologies in a way that enhances educational experiences while upholding ethical and legal standards.

Generative AI

Posted on March 2, 2024 by Greg Price in Articles

As we witness the rapid evolution of artificial intelligence (AI) in academia, particularly with the rise of generative AI, it’s imperative to understand its impact and how we can integrate it responsibly into our educational landscape. This update aims to shed light on generative AI, contrast it with everyday AI applications, and guide our community in effectively incorporating these technologies into our academic efforts.

Understanding Generative AI:

Generative AI refers to sophisticated algorithms capable of creating new content – ranging from text and images to code – that mirrors human-like creativity. Unlike conventional AI, which primarily processes and analyzes data, generative AI generates entirely new content based on learned patterns and data inputs. Its advancements have opened doors to creating complex and original compositions.

Everyday AI in Our Lives:

In contrast, everyday AI includes the technology we use daily, such as predictive search engines, virtual assistants, content recommendation systems, and various academic integrity tools.

AI Detection Tools in Academia:

Recently, AI detection tools, designed to identify work generated through AI, have been incorporated into academic settings. However, we have noticed a significant incidence of false positives. This presents a challenge to refine these tools and reevaluate our understanding of originality and authenticity in the AI era.

Incorporating AI in Academics:

1. Critical Thinking and Ethical Use: AI tools, when used ethically, can enhance research and learning. However, they should supplement, not replace, critical thinking and comprehension.

2. Balanced Reliance on AI: AI should be an aid, not a substitute, for intellectual and creative efforts. It should augment rather than overshadow the human element in education.

3. Navigating Plagiarism and Originality: The emergence of AI-generated content calls for a nuanced understanding of plagiarism and original work. Transparent disclosure of AI assistance in academic work is crucial.

4. Evaluating AI Tools: Like any technology, AI detection tools are not infallible and require ongoing assessment and refinement. Our commitment is to continuously improve these tools to uphold academic integrity without compromising the authenticity of scholarly work.

Conclusion:

The advent of generative AI brings both exciting opportunities and challenges to traditional academic structures. As we embrace this new era, our goal is to balance the use of advanced tools with the preservation of academic depth and integrity.

Stay informed and adaptive.

My robot tried to kill me

Posted on September 27, 2019October 17, 2019 by Greg Price in Articles

This article was originally published in The Troy Messenger on September 27, 2019.

When I was a child, my fascination for mechanical devices took root at an early age. My father always seemed to be working on something. He was always working on a vehicle, a piece of equipment, something around the house: he was rarely without a collection of tools and something under repair. My apprenticeship, of sorts, began with the tools.

I learned the names of the various wrenches and other objects. My father would ask for one, I would hand it to him. Over time, my level of interaction increased. Until one day, while we were conducting a bit of Southern delight, shade tree mechanic work, my father told me to handle a repair while he went to the auto parts store to collect a part for another project.

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