At the Arizona Science Center’s Educate to Innovate Conference, AzTEA highlighted how artificial intelligence could shape learning for PreK – third–grade students.
The presentation, entitled “Bits, Bots, and Building AI Literacy: AI for Tiny Techies,” introduced early education teachers to practical strategies for bringing AI into their classrooms. Led by Dr. Nan Williams, AzTea’s executive director, and Lindsey McCaleb, the organization’s past president, the session focused on equipping children with AI literacy skills.
McCaleb opened with the idea that AI is not just Chat GPT; it’s everywhere. She added that elementary-aged students speak to Alexa, watch Netflix from their “recently watched” section and use Grammarly for their assignments.
“Educators would like to think that classroom walls contain everything that we’re responsible for, but we also know that our kids go into the real world, and it is our responsibility to help them,” McCaleb said.
As one strategy for AI literacy, McCaleb recommended exercises like “real vs. fake,” where students learn to identify whether an image is authentic or AI-generated. To illustrate the importance of this skill, McCaleb led the audience through the same activity, and over half of the adults in the room were unable to spot the AI-generated photo.
McCaleb also encouraged teachers to use prompting exercises in the classroom.
“AI is only as good as what we put into it, right?” McCaleb said. “If you put in a terrible prompt, it’s going to give you that terrible thing.”
To demonstrate, she led the audience in a “Say What You See” activity, where participants practiced describing images for AI to create. The exercise not only sharpened prompting skills but also helped illustrate how this activity can strengthen young students’ descriptive language.
While exercises like these highlight the potential of AI for elementary education, they also raise important considerations, Dr Nan Williams said. She stressed that, though AI is a tool, it is important to remind students that AI is not their friend.
“After COVID, a strong point hit for all kids not to have social interaction. They turn to other things like Chat GPT or Snapchat AI to fill that emptiness.” Desiree Johnson, Paradise Valley Unified School District’s Family Resource Center Clerk, said.
Many audience members admitted to knowing students who go to generative AI for advice on personal experiences like dating or friendships.
McCaleb referenced a situation where a student utilized Chat GPT as her therapist. “These machines are people pleasers, so it was an echo chamber, and it was telling her [the student] what she wanted to hear, and she took her own life,” McCaleb said.
To combat these dangers, Williams and McCaleb urged educators to set clear boundaries for technology. Support can take many forms, but the most important kind is rooted in real human interaction, McCaleb said.
Johnson believes this process starts in the home. In her position as a Family Resource Center Clerk, she assists parents in teaching their children.
“We have to educate parents. Parents are the ones that are in their children’s lives every day and it starts with them,” Johnson said. “I think it’s important to constantly be educated and have open conversations with your children about what they are using technology for.”
Edited by Shi Bradley
