Kids Teach: Is It Real or Is It AI?

Outline

Carmen (grade 3) and Naomi (grade 5) took the lead in being the spokeswomen for their classmates to bring you a laughter-filled session. Their goals are to present a collection of co-curated social media posts to help introduce the idea of "real" vs "fake" and how to tell the difference (or if it's possible). Then, they will present some 100% AI and 100% student created content as well as some content that is human ideated and AI supported (vs AI completely created and replacing human production. Hint: The image on the Wakelet is human ideated and AI supported design made by Naomi and Carmen collaboratively). They want to show educators how challenging it is (sometimes) to tell the difference. Recent polls show among top concerns of teachers about AI is "cheating" and among top concerns of students is "being accused of cheating" - it's a real concern between the two. So how do we fix this divide? Student perspective and ISTE Author of Teaching AI: Exploring New Frontiers for Learning will provide strategies you can use to help identify and build activities and demonstrations of knowledge that inspire young people to produce something they can call their own and a unique contribution to the world.

Outcomes

After this session, participants will be able to assess the complexity of AI vs human vs hybrid creations in media and extrapolate that understanding in to the classroom, with strategies to inspire students to produce their own unique creations - to practice skills that will make them irreplaceable. After this session, the students who created this session want teachers to feel like they had fun and laughed at least once.

"The teachers could use our presentation and bring in tools that we use in class to show their students and try the same things with their own class. We made content that can work with all grades because these are important skills for all age levels." - Students Carmen and Naomi

Carmen (grade 3) and Naomi (grade 5) took the lead in being the spokeswomen for their classmates to work with me on developing the session. Their goals are to present a collection of co-curated social media to help introduce the idea of "real" vs "fake" and how to tell the difference (or if it's possible to). Then, they will present some 100% AI and 100% student created content as well as some content that is human ideated and AI supported (vs AI completely created and replacing human production). They want to show educators how challenging it is (sometimes) to tell the difference and it's not just them. Recent polls show among top concerns of teachers is "cheating" and among top concerns of students is "being accused of cheating" - it's a real concern between the two.

Supporting research

2025 AI Adoption Special Report
https://www.microsoft.com/en-us/education/blog/2025/08/ai-in-education-report-insights-to-support-teaching-and-learning/?msockid=17e1892f0cb1677b3d6b9a410d596615

Zimmerman, M. (2018). Teaching AI: Exploring New Frontiers for Learning. ISTE

Akgun, S., & Greenhow, C. (2021). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI and Ethics, 2(3).

Arlington, J. W. (2001). The future of theory-of-mind research: understanding motivational states, the role of language, and real-world consequences. Child Development, 72(3), 411-568.

Baidoo-Anu, D., & Leticia Owusu Ansah. (2023). Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning. Journal of AI, 7(1), 52–62. https://doi.org/10.61969/jai.1337500

Hunleth, J. (2011) Beyond on or with: Questioning power dynamics and knowledge production in ‘child oriented’ research methodology. Childhood, 18(1), 81-93, doi: 10.1177/0907568210371234

Human-Centered Artificial Intelligence in Schools. (n.d.). Ospi.k12.Wa.us. https://ospi.k12.wa.us/student-success/resources-subject-area/human-centered-artificial-intelligence-schools

Khan, S. (2024). Brave New Words. Penguin.

Klar, S., Krupnikov, Y., Ryan, J. B., Searles, K., & Shmargad, Y. (2020). Using social media to promote academic research: Identifying the benefits of twitter for sharing academic work. PloS one, 15(4), e0229446. https://doi.org/10.1371/journal.pone.0229446

Microsoft Learn. (2024). Education Transformation Framework - Training. Retrieved March 19, 2024, from https://learn.microsoft.com/en-us/training/courses/education-transformation-framework

Mishra, P., Oster, N., & Henriksen, D. (2024). Generative AI, Teacher Knowledge and Educational Research: Bridging Short- and Long-Term Perspectives. TechTrends. https://doi.org/10.1007/s11528-024-00938-1

Noonoo, S. (2023). Setting Ground Rules Around Original Writing and ChatGPT. Edutopia. Retrieved March 18, 2024, from https://www.edutopia.org/article/ground-rules-plagiarism-original-writing-chatgpt

March, J. (1999). Yo sé quien soy. In Kenneth Sirotnik and Roger Soder, (Eds.), The beat of a different drummer: essays on educational renewal in honor of John I. Goodlad. Peter Lang; New York. Pp. 273-280.

Ross, H. (2006). Theory of Mind Goes Social. Human Development 49(6), 375-379.

Yu, H., & Guo, Y. (2023). Generative artificial intelligence empowers educational reform: current status, issues, and prospects. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1183162