Tech EDGE, AI in the Classroom: World Language Series - 3 AI Suggestions

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06/03/2025 Added

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In this episode of AI in the Classroom, we'll discuss 3 AI suggestions for our World Language series. University of Nebraska-Lincoln (UNL) | College of Education and Human Sciences (CEHS) | Department of Teaching, Learning and Teacher Education (TLTE)

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[00:00:00.270]Coming up on AI in the Classroom.
[00:00:02.610]We will talk about three things you can do with AI.
[00:00:05.499](upbeat music)
[00:00:11.010]Hi, my name is Guy Trainin,
[00:00:13.350]and I'm a professor at the University of Nebraska-Lincoln.
[00:00:16.380]I'm Chrystal Liu.
[00:00:17.220]I'm the world language specialist
[00:00:18.840]at Nebraska Department of Education.
[00:00:21.540]And today we want to say if you knew to using AI,
[00:00:25.380]at least as a teacher,
[00:00:26.640]here are three things we suggest you do
[00:00:29.790]just to get to understand what AI can do
[00:00:33.030]and how it can help.
[00:00:34.410]Yes.
[00:00:35.243]So let's start with the first one.
[00:00:37.200]We can maybe put an assignment so that we can explore
[00:00:41.400]how AI can help you with assignment.
[00:00:43.890]And it also helps AI to understand who you are as a teacher.
[00:00:49.710]And the second thing
[00:00:50.970]is what we're saying is you already have assignments
[00:00:53.850]that you've designed,
[00:00:54.683]many times you've used it in your classes.
[00:00:56.550]Now what we're saying is experience it from the direction
[00:00:59.910]of a student that is saying,
[00:01:02.287]"I have an assignment and I'm going to put it to AI."
[00:01:05.370]Now, do we want our students to always put it in AI?
[00:01:08.010]Not necessarily.
[00:01:08.970]We talked in the previous one to say,
[00:01:11.640]when they're novices,
[00:01:13.020]really AI is not gonna help them that much
[00:01:15.180]because they're too much of a beginner
[00:01:17.400]to really be able to lean,
[00:01:19.920]in one of the next ones,
[00:01:21.510]we'll talk about chatbots and how they can help.
[00:01:23.460]But right now we're saying
[00:01:25.170]what happens if our students have access to AI?
[00:01:27.780]I have an assignment.
[00:01:28.950]I'm just copying the assignment, drop it into ChatGPT,
[00:01:32.100]don't tell ChatGPT anything else,
[00:01:34.140]just drop the assignment
[00:01:35.640]and maybe add the language if it's not written there.
[00:01:38.700]So it'll know that it's in French, or in Spanish,
[00:01:42.150]or in Mandarin, or Arabic,
[00:01:44.400]or whatever language you're teaching,
[00:01:46.350]and see what comes out.
[00:01:48.210]Because what I think is going to happen
[00:01:51.330]is you start realizing what is the experience
[00:01:54.060]on the other side, especially when you are giving homework.
[00:01:57.540]So if you're sending kids home, if they are lost,
[00:02:00.600]they're likely to start using AI.
[00:02:03.000]Why?
[00:02:03.833]Because it's there, because they have access,
[00:02:05.550]and because you're not there to tell them not to
[00:02:08.220]even if you think it's bad idea.
[00:02:10.230]You may like AI, you may hate AI.
[00:02:12.330]That's the reality we're living with.
[00:02:14.010]So it is really instructive to see what the machine creates,
[00:02:19.230]because that'll tell you,
[00:02:20.280]is this an assignment that AI can't really help with,
[00:02:23.520]or is this an assignment where AI can do a better job
[00:02:26.880]than most of my students?
[00:02:27.960]And I'm starting to worry about how to structure it.
[00:02:30.210]That's great.
[00:02:31.980]For me that's the first thing I ask people to do
[00:02:34.080]because it gives...
[00:02:35.010]If you've never worked with AI and you're like,
[00:02:36.607]"I don't know if it'll even be helpful,
[00:02:38.640]and it'll even be able to do the work,"
[00:02:40.590]try it out.
[00:02:41.423]And by the way, if you have an assignment
[00:02:42.900]on a piece of paper,
[00:02:43.860]you can actually take a picture and upload that picture.
[00:02:46.410]You don't actually have to copy and paste.
[00:02:48.390]You can just bring the picture in.
[00:02:49.710]Yeah. Easy, easy.
[00:02:51.900]Try that.
[00:02:52.733]What's the second thing that we're trying to do?
[00:02:55.890]We can use, if you already have an assignment,
[00:02:59.520]we need to grade them.
[00:03:00.600]So ask AI to create a rubric for your assignment.
[00:03:04.590]You can upload your assignment and ask AI,
[00:03:08.075]create a rubric to evaluate student proficiency levels,
[00:03:13.440]and the skills or whatever you are looking for,
[00:03:16.560]and AI will create for it.
[00:03:18.120]And you can see how it generates
[00:03:20.790]and whether it meets your expectation.
[00:03:24.090]You can make changes and whatever.
[00:03:26.160]And remember, when you put it in,
[00:03:30.090]you have to be specific about your language
[00:03:32.550]and student proficiency level.
[00:03:34.860]That's very important.
[00:03:36.525]So we have an example that you created actually.
[00:03:39.810]And it goes like this.
[00:03:41.130]Here, it goes, I am a Spanish teacher.
[00:03:44.550]You immediately say the language.
[00:03:46.050]That is incredibly useful.
[00:03:47.460]The fact that your teacher is also important.
[00:03:49.920]It tells the AI,
[00:03:52.710]the generative AI where you are in all of this
[00:03:55.770]and it knows how to treat it.
[00:03:57.240]And then we included location.
[00:03:59.520]The important thing here is actually that it's high school
[00:04:02.910]because there's a big difference between middle school
[00:04:04.363]and high school that I just learned.
[00:04:06.180]Yes.
[00:04:07.013]And also we want AI to know where you are located
[00:04:10.560]because like Omaha Central, or Lincoln, or whatever,
[00:04:14.160]because that helps AI understand
[00:04:17.070]what standards you are using.
[00:04:19.500]Yes.
[00:04:20.333]And you can actually say that you want to use the standards,
[00:04:22.620]but you don't have to because right now
[00:04:25.290]we're giving you just a general framework.
[00:04:27.630]If you want to attach it to standards,
[00:04:29.340]you can include the standards,
[00:04:30.900]you can upload the standards as a file,
[00:04:33.420]and then say use these,
[00:04:34.590]or you can ask it to use some known standards.
[00:04:39.900]For example, in science,
[00:04:41.970]we talk about next generation science standards.
[00:04:44.730]In language arts, we often talk about common core
[00:04:47.760]or the state standards.
[00:04:49.731]What do we use in world language?
[00:04:51.880]In world language, we use act for proficiency guideline.
[00:04:59.070]But also in different states we have different standards.
[00:05:03.180]Like in Nebraska, we have Nebraska standards,
[00:05:05.910]and also we want to be specific.
[00:05:08.220]Now we are using 2019 standards,
[00:05:11.160]and next year we will be using 2026 standards.
[00:05:16.050]So be specific, but also remember, and this is important,
[00:05:20.640]this is your first time with AI,
[00:05:22.200]you've got to check that it's actually accurate.
[00:05:24.810]And so your knowledge of the standards,
[00:05:26.490]if you're asking to use the standards is really important
[00:05:28.830]because sometimes it's accurate
[00:05:30.810]and sometimes it makes things up.
[00:05:32.730]That's what we call hallucinations.
[00:05:34.470]So if you do this,
[00:05:36.240]you can see that we also ask for a specific task.
[00:05:39.390]So describe what the task is.
[00:05:42.180]In this case, we said, first we talked about the students,
[00:05:45.510]they're level one or two,
[00:05:47.070]and then we said,
[00:05:48.720]please create a rubric to assess students'
[00:05:51.450]speaking proficiency.
[00:05:52.950]The machine will not assess.
[00:05:54.360]This is just creating the rubric,
[00:05:56.185]and at the novice high level,
[00:05:58.313]and on the topic of daily lives.
[00:06:00.330]The more specific you are with AI,
[00:06:02.310]the better the results would be.
[00:06:04.350]And what I love is right after the prompt,
[00:06:07.350]when we send it in,
[00:06:08.940]you get a response of what the machine is thinking about.
[00:06:12.210]And so there are three sentences there,
[00:06:13.920]and you can read those.
[00:06:15.240]It basically says, "I understand what you're looking for,
[00:06:18.270]and now you can see how it aligned everything."
[00:06:22.230]And this is without standards.
[00:06:24.000]If you actually say, align it with the standards,
[00:06:26.520]we would most likely get another column that says,
[00:06:29.040]here are the standards.
[00:06:30.600]But you can see that there's a rubric
[00:06:32.760]that has four features, comprehensibility, language control,
[00:06:36.870]vocabulary use, and task completion.
[00:06:39.090]And then it's got from need support,
[00:06:40.890]all the way to exceeds expectation.
[00:06:43.530]And so it's a quick way to create rubrics.
[00:06:47.310]Now if you have established rubrics,
[00:06:48.750]you don't have to change them.
[00:06:50.100]But this is, again, we're saying this is just do this,
[00:06:53.040]to see what it can do and how it can be helpful.
[00:06:56.850]Because when you are playing,
[00:06:59.040]you are also finding out when it isn't helpful.
[00:07:02.100]And that's just as important,
[00:07:03.360]because sometimes I try to use it in specific ways,
[00:07:06.090]especially to create presentations,
[00:07:08.040]and I find it lacking every time.
[00:07:10.590]So part of the experimentation that we're encouraging here
[00:07:14.501]is to try it out and see also what the boundaries are.
[00:07:18.330]Okay, so let's talk about the third thing.
[00:07:19.803]What is the third thing we really say
[00:07:23.970]you should be doing?
[00:07:25.650]Yeah, I would suggest explore with your colleagues
[00:07:28.859]and start with something that is manageable for you.
[00:07:32.020]Don't overwhelm yourself.
[00:07:33.940]Yeah.
[00:07:34.773]And what we're saying is you have colleagues around you
[00:07:37.680]and you probably have some colleagues that have tried AI.
[00:07:40.290]So you've got a colleague who's really tech happy,
[00:07:43.470]he's probably, or she,
[00:07:45.000]have been playing with AI for a while.
[00:07:46.780]Ask them what they're doing, ask them what works.
[00:07:48.797]If you don't have colleagues right around you,
[00:07:51.420]Nebraska Department of Education,
[00:07:53.160]there's great expertise there.
[00:07:54.870]And of course, go to conferences, and at conferences,
[00:07:58.890]in the conferences I've been going to
[00:08:01.590]half of the sessions are about AI in one way or another.
[00:08:05.520]It's true that some of my conferences
[00:08:07.980]are all about technology,
[00:08:09.300]but even when I go to ACT, for example,
[00:08:13.590]which is all about teacher education,
[00:08:16.680]half the sessions were about AI.
[00:08:18.713]And so lots of opportunities to learn from colleagues,
[00:08:23.250]and you want to talk to the people
[00:08:24.750]who are doing it on the ground.
[00:08:25.830]I mean, we are talking about this
[00:08:27.720]and we're from the Department of Education
[00:08:29.280]and from the university,
[00:08:31.110]but what we are telling you
[00:08:32.550]is based on what we're seeing in classrooms
[00:08:34.950]and what we're seeing people use.
[00:08:36.690]So we're providing that information.
[00:08:39.690]But again, so the three things we want you to do
[00:08:43.808]the first one is put one of your assignments in
[00:08:46.950]and see what it does,
[00:08:48.480]the second one would be-
[00:08:49.800]Maybe create it a rubric that's something easier
[00:08:53.010]and also help you understand
[00:08:54.930]how AI can help you with the work.
[00:08:57.660]And maybe there should be something,
[00:09:01.200]and also this will help you to prompt better.
[00:09:04.440]Maybe the rubric is missing something, or it's too specific,
[00:09:08.910]or in the wrong skill.
[00:09:10.650]Like in some schools it's one to five.
[00:09:13.320]You can ask AI,
[00:09:14.153]okay, you are providing one to four,
[00:09:16.680]change it to one to five, or whatever.
[00:09:19.050]These are easy-to-fix problems.
[00:09:22.197]And the third thing is talk to your colleagues.
[00:09:25.020]Go to the people who are using AI,
[00:09:27.330]find out what they're doing, what's working for them,
[00:09:30.030]what's not working for them.
[00:09:31.650]Talk to other world language teachers,
[00:09:33.630]see what they're doing.
[00:09:35.520]And that's it for this time.
[00:09:36.870]We'll see you next time on AI in the Classroom.
[00:09:38.895](upbeat music)

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Tech EDGE, AI in the Classroom: World Language Series - 3 AI Suggestions

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