Disruptive Innovation in Technology
Innovation Proposal
To: Dr. Shanaya Anderson From: Lashunda Brown Date: November 3, 2024 Subject: Proposal for AI Integration in Virtual High School English Curriculum Dear Dr. Anderson, I propose integrating Artificial Intelligence (AI) tools into my virtual English curriculum. AI technology can enhance our students' learning experience while maintaining academic integrity. We are living in a time where technology is key. Speaking from a Generation X mindset, we need to harness it and use it to the best of our ability, thereby keeping up with the times and our students. AI is a relatively new concept, but it is here so we should embrace it as our students are already using it. Incorporating AI into the English curriculum has many benefits. One main advantage is that students receive real-time grammar, style, and structure feedback from the AI writing assistant. Students would have the ability to draft essays in an AI-enabled platform, receiving immediate feedback before teacher review, allowing for multiple revision cycles. It can enhance student collaboration and critical analysis skills while providing structured feedback frameworks (peer review system). Of course, this is all with the teachers guiding students in critically evaluating AI recommendations, and teaching them to make informed decisions about their writing. “3 in 5 (75.3%) teachers want more training to use AI effectively, and 4 in 5 (82.0%) feel young people should be taught how to engage critically with generative AI” (Picton & Clark, 2024). Yet another benefit is that using AI-enabled platforms would decrease teacher workload in basic editing, and increase student autonomy and personalized learning pace for each student. Here are the phases of my three-year implementation. A detailed account of the implementation can be located in my Implementation Outline. Year 1: Foundation and Pilot Phase Year 2: Expansion and Integration into Curriculum Year 3: Mastery and Evaluation Implementing AI writing assistants can provide students with immediate, constructive feedback on their writing mechanics, style, and structure. By identifying and harnessing the power of these innovative technologies, we, as educators, can create engaging, inclusive, and interactive virtual learning environments where students are empowered to explore, collaborate, and reach their full potential. This technology is a preliminary review tool before teacher evaluation, helping students develop self-editing skills and writing confidence while preparing students for an increasingly digital future. I welcome the opportunity to discuss this proposal in detail and address any questions or concerns you may have. Sincerely, Lashunda Brown Teacher References Picton, I. & Clark, C., Teachers’ use of generative AI to support literacy in 2024, London: National Literacy Trust.
Implementation Outline
Integrating AI in the Virtual School English Classroom As a virtual school, English teacher, I have encountered issues with students using AI or plagiarizing others' work. Plagiarism is a definite NO-NO, but what if students have difficulty finding their voice or the proper voice? What if students have great ideas or concepts but cannot put them together in a coherent manner? AI in certain ways may help with these issues. AI is here, and we need to embrace it. To incorporate AI to support students effectively, teachers must grasp how AI operates and evaluate both its benefits and limitations (Gunn, 2024, pg. 18). Only by doing so can we make informed decisions about using AI as a powerful tool in teaching and learning. We have “yet” to harness AI’s abilities in the classroom. When used correctly, AI can be a valuable resource. In the AISD virtual school program, we can leverage current platforms (Google Gemini, Adobe, Express, Schoology, Edgenuity, etc.) within the district, concerning meetings and possible training for teachers. The implementation outline is based on lessons previously used in teaching 9th-grade English (on-level and GT students). We would need to review the approved reading list and choose from those items. Year 1: Foundation and Pilot Phase Goal: Integrate AI tools in the classroom to transform learning and significantly boost student engagement. By harnessing the power of technology, we can create dynamic educational experiences that inspire curiosity and foster deeper understanding. Quarter 1: Research, Preparation, and Training Assess Needs and Goals Key Stakeholders- classroom teachers, Director of Online Learning, Virtual School Coordinators (programs and credit recovery). Example: Teachers may identify that students struggle with writing coherence or understanding literary themes. AI could help with improving thesis development or offering instant feedback on writing quality. Goal Setting: By the end of the year, students will demonstrate an improved ability to draft essays with clearer thesis statements and more coherent arguments. AI Tool Selection and Training Tools to Explore: Grammarly: Provides grammar, spelling, and style suggestions, helping students improve their writing mechanics. Quillbot: Paraphrasing tool to help students better understand how to express ideas in different ways while avoiding plagiarism. Claude: This can be used to generate writing prompts, provide brainstorming support, or suggest thesis ideas. Training: Teachers will attend workshops to learn how to integrate these tools into lessons, such as using Grammarly for peer reviews or ChatGPT to generate writing prompts. Teachers will also be trained on how some of these resources can be inaccurate Classroom Setup Example: Students can use classroom tablets or laptops to access AI tools like ChatGPT or Grammarly during writing workshops or research projects. Introducing AI: Provide students with a tutorial on using tools like Grammarly for self-editing or ChatGPT to generate ideas for character analysis when reading novels like The Great Gatsby. Pilot Unit: Integrating AI in Writing and Reading Writing with AI: For a unit on Romeo and Juliet, students could use AI to generate a list of possible essay questions (e.g., "How does Shakespeare use irony to develop the theme of fate?"). AI in Reading Comprehension: After reading an excerpt, students could use AI tools to create discussion questions on deciphering the use of figurative language like similes, soliloquies, and metaphors to understand characters' emotions and their intentions. For instance, students read Act II of Romeo and Juliet and use AI to generate comprehension questions such as, "How do Romeo's soliloquies, particularly in Act II, reveal his intense emotions and desires for Juliet?" Peer Review with AI: Students use Grammarly or a peer review app that uses AI to assess the grammatical accuracy and clarity of their classmates' essays. Ethics, AI, and Critical Thinking Example: Host class discussions on the ethical implications of AI in literature (e.g., Can AI be creative? Should it be used to write literature or help students with ideas?). This could include debates on whether AI-generated content is "authentic" or "original." Quarter 2: Data Collection and Iteration Monitoring Progress Example: Track student improvements using AI-driven assessments. For instance, after each major writing assignment, teachers could analyze students' drafts with tools like Grammarly to assess grammar and coherence improvements. Collecting Feedback: Students fill out surveys asking about their experiences with AI tools (e.g., “Did ChatGPT help you come up with new ideas for your essay?” or “How useful was Grammarly in improving your writing?”). Address Challenges Example: Some students may over-rely on AI for ideas or writing. Teachers could implement assignments that require students to integrate their research and ideas, using AI only as a supplementary tool. Modify Instructional Strategies Refined Lessons: Based on feedback, teachers might modify the approach, such as moving from using AI to generate essay prompts to having students interact with AI for peer feedback sessions. Quarter 3: Expanding AI Usage and Student Ownership Student-Led AI Projects Example: For a creative writing unit, students could use ChatGPT to generate the first draft of a short story. They then refine it based on peer and AI-generated feedback. The class could use AI to create a collaborative story where each student contributes a section. Advanced Writing with AI: Students might use Quillbot to help them rephrase complex sentences, ensuring that they maintain their voice while improving clarity. Collaboration with Other Subjects Example: In a cross-curricular project with history, students could use AI to analyze the language of historical speeches or literature from different time periods (e.g., comparing the language of The Gettysburg Address to To Kill a Mockingbird). AI for Literary Criticism: Students could use AI-based tools like LitCharts or SparkNotes AI to summarize and analyze texts. This would help students get deeper insights into the text before writing analytical essays. Develop Rubrics for AI-Assisted Work Example: Create a rubric for an AI-assisted essay, where students are evaluated on their original ideas, critical thinking, and how they use AI tools to enhance their work without relying too heavily on them. Quarter 4: Assessment and Review Final Assessment Example: Use AI tools like Turnitin (which uses AI to detect plagiarism) to ensure students' essays maintain academic integrity. Evaluate the impact of AI on students’ writing quality by comparing pre- and post-assessments (e.g., an essay written at the beginning of the year vs. one written after AI integration). Feedback Collection Example: Collect feedback from students on whether AI helped them in writing or understanding literature. Ask specific questions like, “Did ChatGPT help you develop your thesis more clearly?” or “Do you feel more confident in your writing after using Grammarly?” Refinement and Planning for Year 2 Example: Based on feedback, decide if more AI tools should be integrated into other aspects of the curriculum, such as using AI to facilitate debates or literary analysis. Year 2: Expansion and Integration into Curriculum Goal: Broaden the application of AI tools throughout the curriculum, enhance students' engagement with technology, and encourage more advanced uses of AI. Broader AI Integration Example: In a unit on Shakespeare, students could use AI to create a character analysis using ChatGPT. They could input quotes or scenes into ChatGPT and ask it to explain how the quotes reflect the character's motivations, personality, or development. Literary Style Analysis: Use AI to compare writing styles. For example, students might compare excerpts from different authors and use AI to highlight differences in tone, diction, and syntax. Advanced AI-Powered Activities Example: For a project on American literature, students could use AI tools like Wordle or Voyant Tools to conduct a word frequency analysis of authors’ works (e.g., how often certain words or themes appear in a particular piece of literature). AI in Collaborative Work: Students might use AI for collaborative writing tasks, where each group member contributes a section, and the AI generates transitions or suggests edits. AI for Differentiation and Personalization Example: Use AI-driven platforms like Knewton or Socratic to create personalized learning paths for students. Struggling students might get additional exercises on basic writing skills, while advanced students can work on higher-level literary analysis. Year 3: Mastery and Evaluation Goal: Incorporate artificial intelligence tools as a permanent and seamlessly integrated component of the English curriculum to enhance critical thinking and writing skills through the use of technology. Mastery of AI Tools Example: Students could write a full research paper, using AI to help structure their argument, suggest sources, and improve sentence flow. AI tools would assist them in refining drafts, checking citations, and analyzing sources. Advanced Literary Analysis and Critique Example: Students could input key passages from complex works like Moby Dick into AI platforms for advanced literary analysis, exploring themes like obsession, fate, and human nature in detail. AI could help students visualize how these themes evolve throughout the text. Long-Term Research Projects Example: For a senior project, students might explore the use of AI in literature, investigating how AI is reshaping writing styles, publishing, or the study of literary history. They could use AI to help synthesize research, create drafts, and analyze the significance of their findings. Program Evaluation Example: Conduct an end-of-program review, assessing whether AI tools helped students improve in areas like writing clarity, analytical skills, and creativity. Evaluate how AI has impacted student engagement and critical thinking in English classes. Sustainability and Future Planning Example: Collaborate with other schools or districts to share AI best practices, ensuring that the integration of AI remains dynamic and adaptable. Teachers could join a professional network to continue exploring new AI tools and methodologies for teaching English. Integrating AI into the high school English curriculum in this way promotes a balanced approach that encourages creativity, critical thinking, and technological literacy. The integration of AI in education revolutionizes the way students approach their papers, assignments, and tests. By streamlining repetitive tasks, AI not only saves valuable time but also fosters creativity, empowering students to produce original and engaging content (Yifan et al., 2023, p. 2187). The tools enhance literary skills, aiding students in facing AI-related challenges in education. References Gunn, J. (2024). Real writing in the AI world. English in Texas, 54(1), 17–25. Yifan, W., Mengmeng, Y., & Omar, M. K. (2023). “A Friend or A Foe” determining factors contributed to the use of ChatGPT among university students. International Journal of Academic Research in Progressive Education and Development, 12(2), 2184–2201.
Literature Review
In recent years, integrating artificial intelligence (AI) tools into education has sparked both excitement and concern. The advancements in AI technology have sparked renewed interest in these tools, along with the associated challenges and opportunities they present (Higgs & Stornaiuolo, 2024, pg. 632). One of the primary areas where AI is being introduced is in high school English classrooms, particularly in helping students improve their essay writing. While AI tools offer promising solutions to challenges in writing instruction, they also present potential risks to student development and academic integrity. This literature review aims to explore the current use of AI in essay writing instruction, examine the problems it seeks to address, and evaluate its potential benefits and drawbacks. The ultimate goal is to provide insights into how AI can enhance essay writing in a way that complements traditional learning methods while also addressing existing issues in secondary education. To help students, teachers need to understand how AI works and examine both its potential and its limitations before we can accurately assess how to use AI as a tool for teaching and learning (Gunn, 2024, pg. 18). Essay Writing in High School Essay writing is a challenging task for high school students, often involving difficulties with organizing ideas and maintaining coherent arguments. Technological tools can simplify various aspects of the writing process, but it is still essential to teach students the fundamental skills of writing (Woods, 2023, pg. 56). Many students at various educational levels struggle with grammar, sentence structure, and logical flow in their essays. This often affects the clarity of their writing, particularly in academic settings where precise language is crucial. Teachers, already burdened with large class sizes, may not always have the time to provide individualized feedback. In situations where a teacher cannot devote personal attention to each essay, by leveraging AI technology, educators can ensure that timely and constructive feedback is an essential tool for improving academic performance, fostering self-regulated learning, and encouraging a growth mindset among learners (Naz & Roberston, 2024, pg. 99). AI-powered writing tools, such as grammar checkers and essay generators, are potential solutions to alleviate some of these issues by providing immediate feedback and guidance. What Can AI Do? The integration of Artificial Intelligence (AI) into education heralds a transformative shift in pedagogical methodologies and learning experiences (Duran, 2024, pg. 18). Artificial intelligence tools, including Grammarly, ProWritingAid, and automated essay grading systems such as Turnitin’s Revision Assistant, provide valuable support to students in enhancing their writing skills through the delivery of immediate, real-time feedback. These AI platforms typically analyze syntax, grammar, sentence structure, and even the clarity of argumentation, offering suggestions for improvement that the student can directly apply. Furthermore, writing assistants can aid students in brainstorming, organizing ideas, and drafting essays, which fosters more structured and confident writing. In today's digital age, ChatGPT can also make significant contributions to improving the quality of student productivity, helping students improve language skills, and providing certain support and motivation (Yifan et al., 2023, pg. 2187). AI could supplement teachers’ efforts by providing personalized feedback and guidance, helping to bridge the gap between classroom instruction and individual student needs. When integrated thoughtfully into the curriculum, AI tools offer the potential to improve writing proficiency without replacing traditional pedagogical approaches. It presents the opportunity for teachers to create customized and appropriate educational content, fostering increased student engagement, motivation, and academic attainment (Adeyele & Ramnarain, 2024, pg. 201). AI tools have the potential to enhance various aspects of the writing process. First, they offer instant feedback, allowing students to revise their work and learn in real time, which is essential for developing writing skills. The accessibility of AI also democratizes input, ensuring that students who may not receive consistent attention from teachers can still benefit from high-quality, automated guidance. Research has shown that AI tools improve students’ understanding of grammar and structure, as students often learn best through repeated interaction with their mistakes. Furthermore, AI can suggest clearer organization, enhance vocabulary choices, and refine sentence construction, all of which foster a deeper understanding of academic writing conventions. Lastly, AI can boost student confidence by providing a nonjudgmental space for experimentation and revision, particularly important for students with writing anxiety. Students appreciated ChatGPT not just as a knowledge tool, skill developer, and writing assistant, but also as an active resource that could teach students or serve as a portable tutor (Famaye et al., 2024, pg. 183-184). AI, Dishonesty and Laziness While AI is capable of enhancing basic grammar and structure, it cannot substitute for the essential cognitive processes involved in critical analysis and argumentation that are crucial for effective essay writing. Over-reliance on AI lowers the educational value of assignments and creates significant difficulties in developing critical thinking and problem-solving skills, which are essential for a well-rounded learning experience (Alasgarova & Rzayev, 2024, pg. 313). Excessive reliance on AI tools can undermine students' critical thinking and writing skills by replacing human thought processes with machine-generated solutions. When students depend on AI to generate ideas, structure arguments, or even complete entire drafts, they may become less skilled in independent thinking and problem-solving. This overreliance can lead to a decline in their ability to analyze information critically, evaluate evidence, and develop original viewpoints. Furthermore, frequent use of AI for writing tasks can limit students' exposure to the subtleties of language, grammar, and style, which can hinder their development of effective communication skills. While AI can be a valuable tool when used correctly, it's crucial to find a balance that encourages students to engage in active learning and critical thinking. Another concern is the risk of academic dishonesty. AI-generated essays, while improving in sophistication, may encourage students to submit work that is not entirely their own, thus undermining educational integrity and the need for putting in work. AI may promote laziness by lessening the effort needed for basic tasks (Jose & Jayaron, 2024, pg. 72). Using tools to assist students in writing assignments may be viewed as plagiarism or academic misconduct (Perkins, 2023, pg. 1). Furthermore, not all students have equal access to AI tools, creating potential equity concerns in schools where resources may be limited. Teachers must strike a balance between using AI as a supportive tool and ensuring that students still engage deeply with the writing process and develop their skills without excessive dependence on automated feedback. Ensuring educational equity and quality for all students is essential for fostering intelligence and building a more just society (Julien, 2024, pg. 99). AI and The Physical Teacher The integration of AI tools into high school English classrooms holds considerable promise for enhancing essay writing. By providing immediate, targeted feedback and offering personalized guidance, AI can help address some common challenges students face in developing their writing skills. However, the use of AI must be approached with caution. Teachers must ensure that these tools complement, rather than replace, traditional writing instruction and that students continue to engage critically with the writing process. To maximize the benefits of AI in writing education, schools should invest in teacher training, ensure equitable access to AI resources, and emphasize the importance of academic integrity. Establishing a successful learning culture requires constant respect for academic integrity and an understanding of what that means (Michael & Willams, 2013, pg. 2). Ultimately, AI tools have the potential to revolutionize essay writing instruction, but their success depends on how they are integrated into the broader educational framework. References Adeyele, V.O. & Ramnarain, U. (2024). Exploring the integration of ChatGPT in inquiry- based learning: teacher perspectives. International Journal of Technology in Education (IJTE), 7(2), 200-217. https://doi.org/10.46328/ijte.638 Alasgarova, R. & Rzayev, J. (2024). The role of artificial intelligence in shaping high school students' motivation. International Journal of Technology in Education and Science (IJTES), 8(2), 311-324. https://doi.org/10.46328/ijtes.553 Duran, Volkan June (2024). Analyzing teacher candidates' arguments on AI integration in education via different chatbots. Digital Education Review, Vol 45 (2013-9144). https://doi.org/ 10.1344/der.2024.45.68-83 Famaye, T., Bailey, C.S., Adisa, I., & Irgens, G.A. (2024). “What makes ChatGPT dangerous is also what makes it special”: High-school student perspectives on the integration or ban of artificial intelligence in educational contexts. International Journal of Technology in Education (IJTE), 7(2), 174-199. https://doi.org/10.46328/ijte.651 Gunn, J. (2024). Real writing in the Ai world. English in Texas, 54(1), 17–25. Higgs, Jennifer M. & Amy Stornaiuolo. (2024). Being human in the age of generative AI: young people’s ethical concerns about writing and living with machines. Reading Research Quarterly, 59(4), 632–650. https://doi-org.libproxy.lamar.edu/10.1002/rrq.552 Jose, J. and Jayaron Jose, B. (2024). Educators’ academic insights on artificial intelligence: challenges and opportunities, The Electronic Journal of e-Learning, pp 59-77, https://doi.org/10.34190/ejel.21.5.3272 Julien, Gabriel. (2024). How artificial intelligence (AI) impacts inclusive education. Educational Research and Reviews, 19(6), 95–103. Michael, T. B., & Williams, M. A. (2013). Student Equity: Discouraging cheating in online courses. Administrative Issues Journal: Education, Practice, and Research, 3(2). Naz, I and Robertson, R. (2024). Exploring the feasibility and efficacy of chatgpt3 for personalized feedback in teaching. The Electronic Journal of e-Learning, Vol.22 (2), pp 98-111. https://doi.org/10.34190/ejel.22.2.3345 Perkins, M. (2023). Academic Integrity Considerations of AI Large Language Models in the Post-Pandemic Era: ChatGPT and Beyond. Journal of University Teaching and Learning Practice, 20(2). Woods, B. L. (2023). In a brave new (writing) world, let’s hold on to some basics: tech tools can ease many aspects of the writing process--but we still need to teach students the bedrock skills of writing. Educational Leadership, 80(9), 56–60. Yifan, W., Mengmeng, Y., & Omar, M. K. (2023). “A friend or a foe” determining factors contributed to the use of ChatGPT among university students. International Journal of Academic Research in Progressive Education and Development, 12(2), 2184–2201.
