AI Guidance Toolkit

CONTENTS

Overview

Teaching & Learning

Leadership

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The AI Guidance Roadmap

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OVERVIEW

LEADERSHIP

I. Maine DOE's Approach

TEACHING & LEARNING

I. AI for Leadership

II. AI Explained

ADDITIONAL SUPPORT

II. Policies & Best Practices

I. Getting Started

III. Ethics and AI

I. AI Terms/Glossary

III. Fostering a “Healthy Tech” School Culture

II. AI & Academic Integrity

IV. AI Foundations

III. AI for Teaching

II. FAQ

IV. Student Data Privacy

IV. AI for Learning

III. AI in Maine Schools

IV. AI Tools & Resources

Not sure where to start? Click here!

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The AI Guidance Roadmap

Travel Key

This guide is designed so you can:

• Enter where you need to,
• Stop/Break when you want to, and,
• Return as many times as you'd like.

Alternatively, you can navigate this guide page by page using the "Next" and "Back" buttons. For more information on how to navigate this toolkit, click on MartIn.

You Are Here

OVERVIEW

LEADERSHIP

I. Maine DOE's Approach

TEACHING & LEARNING

I. AI for Leadership

II. AI Explained

ADDITIONAL SUPPORT

II. Policies & Best Practices

I. Getting Started

III. Ethics and AI

I. AI Terms/Glossary

III. Fostering a “Healthy Tech” School Culture

II. AI & Academic Integrity

IV. AI Foundations

III. AI for Teaching

II. FAQ

IV. Student Data Privacy

IV. AI for Learning

III. AI in Maine Schools

IV. AI Tools & Resources

Welcome to the OVERVIEW section! Click on me for navigation tips.

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FORWARD FOCUS

OVERVIEW

The Maine Department of Education approaches new technologies using an asset-based lens. We know that technology, once adopted by the masses, becomes a part of education. Technology prohibitions prevent students from learning critical skills to function in today’s technology-enriched society and do not prepare them for the reality they will face as they move beyond their primary education. Recognizing this, Maine DOE focuses its efforts on exploring the impact of technology on individuals and groups to assess how to best support the healthy and safe use of it. From providing guidance on digital well-being to exploring what skills students need to be prepared for upcoming advancements in technology, there are overarching skills that are both necessary and relevant to all technology use; by focusing on these foundational principles, the Department works to ensure that all students and educators are equipped and prepared to effectively engage with technology as it changes and develops. This AI Guidance Toolkit is designed to empower the confident integration of AI tools and foundational knowledge in Maine classrooms, preparing our students to thrive in an AI-influenced world. This toolkit is designed to help empower schools to make informed decisions about AI in education technology and contains critical information for anyone engaging with AI that sets foundational understandings for the effective integration of AI in education and beyond.

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Maine DOE's Approach

AI Explained

Ethics and AI

Tools, Activities, and Resources in this Guide

UPDATES

AI Foundations

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AI EXPLAINED

ARTIFICIAL INTELLIGENCE

OVERVIEW

Artificial Intelligence (AI) + Machine Learning (ML) + Deep Learning + Generative AI

MACHINE LEARNING

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Click here to learn more about how these are related.

Maine DOE's Approach

DEEP LEARNING

Did you know? Artificial Intelligence is not new! Check out this timeline.

AI Explained

GENERATIVE ARTIFICIAL INTELLIGENCE

Ethics and AI

AI Foundations

MORE DEFINITIONS

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Ethical AI Integration in Education

OVERVIEW

As AI use becomes more prevalent in education, it’s essential to ensure responsible and transparent use. Schools should consider the following practices as part of their education technology culture.

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PromoteEthical Practices

Committo Lifelong Learning

AI in Education

Teach Critical Thinking

Model Ethical Behavior

EmpowerHuman Agency

AI Explained

Together, we can empower students to not only use AI effectively but also approach it with care and responsibility. The information ahead provides strategies, resources, and examples to help foster a culture of ethical AI use in education.

Ethics and AI

KEEP THE HUMAN IN AI

AI Foundations

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MONITOR

Monitor for accuracy and bias.

• Do you have evidence to back up the information?
• What perspective is missing?
• Is the information presented neutrally or through a specific lens?

UTILIZE

• How might you utilize effective prompts to help craft your inquiry?
• What frameworks will help ensure the desired output?

Utilize effective prompting.

NOTE

• How did you use the AI
• Did it help your thinking?
• Do you need to disclose that you used AI?
• Do you need to cite the AI?

Note key elements of your usage.

AUTHENTICATE

• Is it authentic for your voice or task?
• Is it my work or work that is appropriate to use?
• Does it enhance and not replace?

Authenticate through inquiry.

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• Is this something you want to use AI for?
• Is the outcome appropriate for the task?
• Is it ethical use of AI?

HALT

Halt and ask yourself...

OVERVIEW

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Maine DOE's Approach

AI Explained

Ethics and AI

AI Foundations

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• Is this something you want to use AI for?
• Is the outcome appropriate for the task?
• Is it ethical use of AI?

HALT

Halt and ask yourself...

OVERVIEW

BEFORE USING AI, IT’S IMPORTANT TO TAKE A MOMENT AND THINK ABOUT WHY YOU’RE USING IT AND IF THAT REASON ALIGNS WITH YOUR VALUES.

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Maine DOE's Approach

AI Explained

Ethics and AI

AI Foundations

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UTILIZE

• How might you utilize effective prompts to help craft your inquiry?
• What frameworks will help ensure desired output?

Utilize effective prompting.

OVERVIEW

USE A PROMPTING FRAMEWORK TO COMMUNICATE WITH ARTIFICIAL INTELLIGENCE AS A THOUGHT PARTNER. A FRAMEWORK WILL HELP YOU TO GET THE BEST POSSIBLE OUTCOME AND MEET BIAS HEAD-ON.

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AI AS YOUR CO-TEACHER, YOU AS THE GUIDE

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Maine DOE's Approach

AI Explained

Refine Your Purpose

Optimize Roles for Depth

Build in Checks and Bias Detection

Outline and Ask Questions

Tests for Improvement

Ethics and AI

Bringing it all together!

AI Foundations

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MONITOR

Monitor for accuracy and bias.

• Do you have evidence to back up the information?
• What perspective is missing?
• Is the information presented neutrally or through a specific lens?

OVERVIEW

IS THE OUTPUT ACCURATE?

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Understanding that AI tools, while highly intelligent, can also produce inaccurate information. It is essential to ensure that you're using AI safely and ethically. AI, as simulated human intelligence, is subject to similar human-like errors. These include: bias, digestion of misinformation as fact, misattribution, and more.

Maine DOE's Approach

AI Explained

AI HALLUCINATIONS

AI Bias

Ethics and AI

AI Foundations

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AUTHENTICATE

• Is it authentic for your voice or task?
• Is it my work or work that is appropriate to use?
• Does it enhance and not replace?"

Authenticate through inquiry.

OVERVIEW

To be authentic is to be real, true, or genuine. Engage in the process and refine the output to align with your voice and intended goal.

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Be a part of the process and critically evaluate AI's output:

• Did I make meaningful changes to the AI-generated content (the AI didn't just generate the product/answer for me)?
• Does this work represent my knowledge and effort?
• Would I be comfortable explaining how I used AI in the process?
• Is the way I used AI appropriate for the task?

Maine DOE's Approach

When authenticating your work...

• Does it enhance and not replace the work I’m doing?
• Does this overrepresent my abilities?
• Is it my work, or work that is appropriate to use?

AI Explained

Still not sure... try substituting "My Friend" for AI then ask if it's ethical:

• My friend wrote my essay and I turned it in... Is that ethical use?
• My friend helped me create an outline and then I used that outline to write my essay. Is that responsible use?
• My friend helped me correct spelling and grammar before I turned my essay in. Would you allow this?

Ethics and AI

This could work in more scenarios than just "My friend"

AI Foundations

• A teacher used a lesson from Teachers Pay Teachers, reviewed it, and modified it for their students. Is that okay?
• A teacher found a template and used the template to write emails to parents. Is that ethical?

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AI DISCLOSURE

NOTE

• How did you use the AI
• Did it help your thinking?
• Do you need to disclose that you used AI?
• Do you need to cite the AI?

Note key elements of your usage.

OVERVIEW

Understanding AI Disclosure AI is an emerging technology, and there is ongoing discussion about how to disclose its use responsibly. What is AI Disclosure? AI disclosure means being transparent about when and how AI has been used to create, enhance, or used in your work. Why Does It Matter?

• Encourages Ethical Use– Helps students and staff use AI responsibly.
• Promotes Accountability – Ensures clarity about what was AI-assisted versus human-created.
• Builds Trust & Integrity – Creates transparency in academic and professional work.

Teaching students how and when to disclose AI use helps them navigate the evolving digital landscape with honesty and responsibility. Explore the elements below to learn more about AI disclosure:

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Maine DOE's Approach

AI Explained

CITE

REFLECT

AI USE DISCLOSURE

Ethics and AI

AI Foundations

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All technology education must be rooted in foundational computer science and computational thinking concepts to ensure it's future-proofed as technology's change rate increases over time.

AI FOUNDATIONS

OVERVIEW

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Click here to learn more about computer science and computational thinking.

Click here to see a comprehensive timeline of technology change.

AI in Education

A strong foundation in digital citizenship is essential to establish a healthy relationship with technology.

AI Explained

Click here to see some suggestions from ISTE on how to approach dig. cit. and AI in your classroom.

Click here to learn more about the role and importance of dig. cit. in our increasingly technology-enriched world.

Ethics and AI

AI Foundations

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The AI Guidance Roadmap

Travel Key

This guide is designed so you can:

• Enter where you need to,
• Stop/Break when you want to, and,
• Return as many times as you'd like.

Alternatively, you can navigate this guide page by page using the "Next" and "Back" buttons. For more information on how to navigate this toolkit, click on MartIn.

You Are Here

OVERVIEW

LEADERSHIP

I. Maine DOE's Approach

TEACHING & LEARNING

I. AI for Leadership

II. AI Explained

ADDITIONAL SUPPORT

II. Policies & Best Practices

I. Getting Started

III. Ethics and AI

I. AI Terms/Glossary

III. Fostering a “Healthy Tech” School Culture

II. AI & Academic Integrity

IV. AI Foundations

III. AI for Teaching

II. FAQ

IV. Student Data Privacy

IV. AI for Learning

III. AI in Maine Schools

IV. AI Tools & Resources

Welcome to the TEACHING & LEARNING section! Click on me for navigation tips.

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Getting Started:

The Future is Already Here

TEACHING & LEARNING

Why Start Now?

• The earlier students are introduced to emerging technologies, the more confident and skilled they will become.
• Schools that integrate emerging technologies set their students—and their communities—up for success in a fast-changing world.
• By meaningfully integrating emerging technologies into education as soon as they become available, we prepare students for the jobs, challenges, and opportunities of tomorrow.

AI Can Enhance Teaching & Learning

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Why Teach AI?

Equity

Getting Started

Building Critital Thinking & Ethical Awareness

AI & Academic Integrity

The Pace of Change is Rapid

AI for Teaching

AI and other emerging technologies are not just the future—they are today’s reality. By teaching and learning about them now, we can empower students to be leaders, innovators, and informed citizens in a rapidly evolving world.

AI for Learning

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WHAT IS SAMR?

TEACHING & LEARNING

“Embracing AI within the SAMR framework isn’t about replacing teachers; it’s about amplifying their impact.” ~ Becky Keene via Ditch That Textbook

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Read Keene’s excellent AI+SAMR article via Ditch That Textbook

Redefinition Technology allows for the creation of tasks, previously inconceivable.

Getting Started

Modification Technology allows for a significant redesign of the task or tasks.

AI & Academic Integrity

Augmentation Technology acts as a direct substitute but with functional improvements.

Substitution Technology replaces analog with no change in function/purpose.

AI for Teaching

Check out more examples of AI and SAMR from Tim Evans

Substitution and Augmentation are considered Enhancement, while Modification and Redefinition are thought of as Transformation.

AI for Learning

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Maintaining academic integrity with AI begins with open conversations about its ethical and responsible use at the classroom, school, and district levels. AI can enhance learning and creativity, but students and educators need to use it thoughtfully to ensure that work remains authentic and reflects their individual skills and knowledge. By openly discussing AI's role, setting clear guidelines for appropriate use, and promoting transparency, schools can encourage students to use AI as a support rather than a substitute for original work. This collaborative approach to academic integrity helps build a foundation of respect for intellectual property, and responsible technology use. It prepares students for ethical engagement with AI throughout their educational journey.

TEACHING & LEARNING

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Getting Started

HOW DO WE START THESE CONVERSATIONS?

AI & Academic Integrity

AI for Teaching

AI for Learning

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HOW CAN I USE AI FOR TEACHING?

TEACHING & LEARNING

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Educators already have a well-stocked toolbox and AI is simply another tool to enhance teaching and learning. Explore how AI can become an integral part of your teaching toolbox.

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You are the Expert!

Getting Started

Are you worried you'll have to reinvent the wheel? Check out these good teaching practices that are "AI-resistant."

Lesson Planning

Accessibility

AI & Academic Integrity

The expectations around use of AI in the classroom need to be transparent for both teachers and students.

Student Engagement

Ethical Use & AI Literacy

CLEAR EXPECTATIONS

AI for Teaching

...AI is going to give us the most precious, most valuable, most sought-after resource for educators... time. AI is going to give us time. -AI for Educators, John Spencer

Assessment and Feedback

Other

AI for Learning

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Clear Expectations

TEACHING & LEARNING

Blooms Taxonomy

Depth of Knowledge

• Whether you are using AI in your classroom or not, it is important to establish clear expectations for the appropriate use of these tools.
• Consider using a chart like this in your classroom and refer to it when assigning work.
• Remember to use AI purposefully and intentionally to provide your students with the best instruction while preparing them for the future.

AI Use

Description of AI Use

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Students complete the task without AI assistance, relying entirely on their knowledge, understanding, and skills.

NO AI

DOK 1 Recall

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Remembering

AI-ASSISTED IDEA GENERATION AND STRUCTURING

AI can be used to brainstorm, structure, or generate ideas, but the final submission must be the student’s original work.

DOK 1 Recall

Understanding

Getting Started

AI is used to refine and edit the student's work for clarity, grammar, and style, with the original work provided for comparison.

AI-ASSISTED EDITING

DOK 2 Skill/Concept

Applying

AI & Academic Integrity

AI TASK COMPLETION HUMAN EVALUATION

AI completes specific tasks within the task, with students critically evaluating and discussing the AI-generated content.

DOK 3 Strategic Thinking

Analyzing

AI for Teaching

AI is used throughout the task as a co-pilot, with students collaborating with AI to generate original, creative solutions. The process should be reflected on.

FULL AI WITH HUMAN

DOK 4 Extended Thinking

Evaluating & Creating

AI for Learning

Modifided from (The AI assessment scale in action: Examples from K-12 and higher education across the world 2024)

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WHY AI FOR LEARNING?

TEACHING & LEARNING

COMPUTATIONAL THINKER

CLEAR COMMUNICATOR

ETHICAL CREATOR

EFFECTIVE COLLABORATOR

DIGTIAL LEADER

ENGAGED LEADER

THE FUTURE-READY STUDENT

In today’s digital world, educators must embrace AI in the classroom to prepare students for a technology-driven future. Integrating AI into education supports Future-Ready Student Competencies, which encompass Artificial Intelligence, Computer Science, Digital Citizenship, and Cyber Safety. Digital Leadership fosters responsible and ethical technology use, while Computational Thinking equips students to solve complex problems through logical reasoning and data-driven decisions. Grounding these practices in digital citizenship and cyber safety ensures students approach AI with an understanding of privacy, equity, and ethics. By becoming Ethical Creators, students learn to innovate responsibly, leveraging AI to enhance creativity while remaining mindful of its limitations and biases. Engaging with AI also prepares students to be Engaged Leaders who can adapt to changes in the tech landscape and take initiative. These competencies enable students to become not just consumers of technology but thoughtful contributors, critical thinkers, and problem-solvers. By embracing AI, educators enrich learning experiences and build a strong foundation for students to thrive in an ever-evolving world.

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Getting Started

AI & Academic Integrity

AI for Teaching

Click on the Future-Ready Student Image to Learn More!

AI for Learning

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ARTificial Intelligence

Computer Science

2. COMPUTATIONAL THINKER

1. DIGTIAL LEADER

6. EFFECTIVE COLLABORATOR

THE FUTURE-READY STUDENT

THE FUTURE-READY STUDENT

3. ENGAGED LEARNER

5. ETHICAL CREATOR

Cyber Safety

4. CLEAR COMMUNICATOR

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Digital Citizenship

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1. DIGITAL LEADER

TEACHING & LEARNING

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A digital leader effectively utilizes digital tools, platforms, and resources to access, evaluate, create, and share information. This skill encompasses responsible navigation of technology, self-directed learning, and adaptability to new digital environments. A digital leader has an understanding of how technology works and can make informed decisions grounded in their knowledge of computer science and digital citizenship.

PK-2 Activities

3-5 Activities

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Getting Started

AI & Academic Integrity

6-8 Activities

9-12 Activities

AI for Teaching

Check out these quick activities to see how digital leadership fits into Computer Science, Digital Citizenship and AI.

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AI for Learning

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TEACHING & LEARNING

2. COMPUTATIONAL THINKER

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A computational thinker can break down complex problems into smaller, manageable parts, identify patterns, create step-by-step solutions (algorithms), and focus on key details while ignoring irrelevant information. In the classroom, a computational thinker applies these skills across subjects, whether it’s solving math problems, conducting science experiments, or analyzing patterns in literature. This mindset helps students approach challenges logically, think critically, and develop problem-solving strategies that are effective in both digital and real-world scenarios. By integrating AI into computational thinking activities, educators provide students with hands-on experience using technology to solve problems efficiently and creatively, building essential skills for future digital environments.

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PK-2 Activities

3-5 Activities

Getting Started

AI & Academic Integrity

6-8 Activities

9-12 Activities

AI for Teaching

Check out these quick activities to see how computational thinking fits into Computer Science, Digital Citizenship, and AI.

Click Here to Return to the Future-Ready Student Image to Learn More!

AI for Learning

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TEACHING & LEARNING

3. ENGAGED LEARNER

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PK-2 Activities

3-5 Activities

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An engaged learner is actively involved in their learning process. An engaged learner connects their learning to real-life situations or personal interests, making content meaningful and relevant. They take ownership by incorporating their voice and choice, selecting approaches that align with their strengths and interests.

Getting Started

AI & Academic Integrity

6-8 Activities

9-12 Activities

AI for Teaching

Check out these quick activities to see how engaged learning fits into Computer Science, Digital Citizenship, and AI.

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AI for Learning

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TEACHING & LEARNING

4. CLEAR COMMUNICATOR

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Clear communication involves expressing thoughts, ideas, and information in a way that others can easily understand, whether verbally or written. Students practice skills during class discussions, where they articulate their ideas thoughtfully, and through writing assignments, logically organizing their thoughts. Active listening, sharing ideas, and offering constructive feedback are learned in group projects. Presentations develop oral communication skills, teaching them to convey complex information. Students must also communicate digitally, through emails, messages, and collaborative platforms, ensuring their written communication is concise and purposeful. By integrating AI tools thoughtfully, educators can help students enhance their clarity in both verbal and written communication, equipping them with essential skills for academic success and real-world interactions.

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PK-2 Activities

3-5 Activities

Getting Started

AI & Academic Integrity

6-8 Activities

9-12 Activities

AI for Teaching

Check out these quick activities to see how clear communication fits into Computer Science, Digital Citizenship, and AI.

Click Here to Return to the Future-Ready Student Image to Learn More!

AI for Learning

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TEACHING & LEARNING

5. ETHICAL CREATOR

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An ethical creator is someone who uses AI and tech thoughtfully to promote ideas and innovation inclusively and ethically. Ethical creators use technology to share information and can highlight biases, ensuring that their creations respect diverse perspectives and use inclusive language. An ethical creator also engages in reflective practices asking critical questions such as, “Did I use all sources responsibly?” and “How could my content impact others?” Through these actions, they maintain integrity and remain mindful of the responsibilities that come with digital content creation.

PK-2 Activities

3-5 Activities

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Getting Started

AI & Academic Integrity

6-8 Activities

9-12 Activities

AI for Teaching

Check out these quick activities to see how ethical creation fits into Computer Science, Digital Citizenship, and AI.

Click Here to Return to the Future-Ready Student Image to Learn More!

AI for Learning

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TEACHING & LEARNING

6. EFFECTIVE COLLABORATOR

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PK-2 Activities

3-5 Activities

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An effective collaborator is someone who works well with others, contributing to group efforts, communicating effectively, and supporting the team's goals. This skill involves active listening, clear and respectful communication, empathy, and constructively resolving conflicts. In a K-12 classroom, fostering effective collaboration is essential for preparing students for real-world scenarios where teamwork is crucial.

Getting Started

AI & Academic Integrity

6-8 Activities

9-12 Activities

AI for Teaching

Check out these quick activities to see how effective collaboration fits into Computer Science, Digital Citizenship, and AI.

Click Here to Return to the Future-Ready Student Image to Learn More!

AI for Learning

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The AI Guidance Roadmap

Travel Key

This guide is designed so you can:

• Enter where you need to,
• Stop/Break when you want to, and,
• Return as many times as you'd like.

Alternatively, you can navigate this guide page by page using the "Next" and "Back" buttons. For more information on how to navigate this toolkit, click on MartIn.

You Are Here

OVERVIEW

LEADERSHIP

I. Maine DOE's Approach

TEACHING & LEARNING

I. AI for Leadership

II. AI Explained

ADDITIONAL SUPPORT

II. Policies & Best Practices

I. Getting Started

III. Ethics and AI

I. AI Terms/Glossary

III. Fostering a “Healthy Tech” School Culture

II. AI & Academic Integrity

IV. AI Foundations

III. AI for Teaching

II. FAQ

IV. Student Data Privacy

IV. AI for Learning

III. AI in Maine Schools

IV. AI Tools & Resources

Welcome to the LEADERSHIP section! Click on me for navigation tips.

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Why Now?

LEADERSHIP

Schools that embrace AI early can lead the way in responsible and effective implementation.

• AI is already shaping education – Teachers and students are using AI, whether or not districts have policies in place.
• The workforce is evolving – AI literacy is a necessary skill for students' future careers.
• Efficiency and Innovation – AI can enhance educator productivity, streamline administrative tasks, and personalize learning.

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Why Not Wait?

Delayed adoption can lead to unstructured AI use, widening digital divides, and missed chances to enhance education.

AI for Leadership

• AI is not a passing trend – It’s rapidly integrating into everyday tools and workflows.
• Reactive vs. Proactive Leadership – Waiting means playing catch-up, rather than shaping AI use with purpose and equity in mind.
• Missed Opportunities – AI can support strategic goals in equity, accessibility, and efficiency now.

Policies & Best Practices

Fostering a “Healthy Tech” School Culture

The Role of Leaders

Leadership isn’t just about AI policies—it’s about vision and culture.

• Setting the Vision – Clearly define AI’s role in learning, teaching, and school operations.
• Building Capacity – Provide professional development and AI literacy training for educators.
• Ensuring Ethical Use – Establish guidelines for responsible and equitable AI implementation.
• Fostering a Culture of Innovation – Encourage safe exploration of AI while setting guardrails.

Student Data Privacy

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LEADERSHIP

RESPONSIBILITY

OVERSIGHT

OPPORTUNITY

TRANSPARENCY

SUSTAINABILITY

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Establish an AI Accountability Group

Develop AI Policies and Procedures

Enhance Education Through AI

Promote Transparency and Data Accountability

Establish SustainableAI Practices

AI for Leadership

School Administrative Units may consider...

• Reflecting on approaches to AI use, prioritizing enhancement over replacement of educational experiences.

• Building a strong foundation of AI literacy for educators and students.
• Empowering users to navigate and leverage AI effectively.

School Administrative Units may consider...

• Creating policies or guidelines for AI use.
• Conducting regular evaluations of AI tools and practices.
• Ensure alignment with education goals, ethical standards, and emerging technologies.

School Administrative Units may consider...

• Create a comprehensive communication plan to engage all stakeholders.
• Emphasize transparency and trust in AI use.
• Develop a structured approach for managing relationships with AI vendors.
• Ensure accountability for data security and ethical AI practices.

School Administrative Units mayconsider...

• Focus on sustainable AI practices to support long-term well-being of schools and students.
• Align AI implementation with strategic planning and resource allocation.
• Prioritize ongoing professional development for effective AI integration.

School Administrative Units may consider...

• Forming a dedicated team to develop and oversee accountability frameworks for AI use.
• Ensure responsible, ethical, and effective AI implementation.
• Align AI use with district goals and community values.

Policies & Best Practices

Fostering a “Healthy Tech” School Culture

Student Data Privacy

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RESPONSIBILITY

LEADERSHIP

10 Steps to Establishing an AI Task Force

MANAGE YOUR OVERWHELM

1. Define the Purpose and Goals2. Align AI Task Force Goals with District Priorities3. Assemble a Diverse Team4. Educate the Team5. Assess Current AI Usage6. Establish Policies and Guidelines 7. Pilot AI Projects 8. Communicate with the Community 9. Evaluate and Refine 10. Plan for Long-Term Integration

RESPONSIBILITY

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• It's okay to start small or with immediate issues.

• It's okay to make mistakes.

• It's okay to change things along the way!

Establish an AI Accountability Group

AI for Leadership

School Administrative Units may consider...

• Forming a dedicated team to develop and oversee accountability frameworks for AI use.
• Ensure responsible, ethical and effective AI implementation.
• Align AI use with district goals and community values.

Policies & Best Practices

Fostering a “Healthy Tech” School Culture

Student Data Privacy

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OVERSIGHT

LEADERSHIP

Consider what you want to put into place: Policy (Big P)

• School Board Policy refers to formal policies that must go through a defined process for approval and implementation.

policy (Little p)

• Includes handbooks, guidelines, school or classroom-based Standard Operating Procedures (SOPs), and other practices that align with big "Policy." These can be adjusted more quickly but cannot contradict overarching policies.

Procedures/Protocols

• Written agreements detailing how to implement a policy. These are developed collaboratively with multiple stakeholders, including student voices, to ensure inclusivity and practicality.

Practices

• The day-to-day actions educators take with their students. These are typically not written but are designed by educators to address the specific needs of their students and curriculum requirements.

This might look like:

• Choosing and Evaluating Tools
• Ensure alignment with district policies and regulations around data privacy.
• Assess whether tools are being used effectively and meeting user needs.

• Starting Small
• Address immediate concerns.
• Pilot tools/practices to make informed decisions.

• Implementing Practices
• Develop and recommend policies, procedures, and acceptable use (lean into existing Policies).
• Work in stages, starting with immediate concerns, and then developing knowledge and sustainability.
• Create a district belief statement around AI.

• Ensuring Equity and Ethics
• Address equitable access and the digital divide.
• Minimize bias and prioritize human-centered decision-making.
• Protect privacy and security.

• Ongoing Research and Development
• Monitor AI implementation to ensure alignment with ethical and educational goals.
• Monitor unintended consequences.
• Identify where AI can enhance existing district initiatives.
• Learn and understand AI and AI Literacy for yourselves.

OVERSIGHT

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Develop AI Policies and Procedures

AI for Leadership

School Administrative Units may consider...

• Creating policies or guidelines for AI use.
• Conducting regular evaluations of AI tools and practices.
• Ensure alignment with education goals, ethical standards and emerging technologies.

Policies & Best Practices

Fostering a “Healthy Tech” School Culture

AI Policy Toolbox

Student Data Privacy

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OPPORTUNITY

LEADERSHIP

Harnessing the opportunities of AI in education may include:

• Enhancing Education
• Use AI to complement, not replace, educational experiences.

• Integrating AI Literacy
• Teach students about AI and how to use it responsibly, incorporating developmentally appropriate practices across all grade levels.

• Embed AI literacy into all subjects, focusing on responsible use rather than solely highlighting risks.
• Check out "What is AI Literacy" here.

• Preparing Students for the Future
• Equip students with skills to be informed and ethical AI users.

• Supporting Teacher Innovation
• Encourage and showcase teachers' innovative uses of AI, highlighting successes.

• Purposeful AI Use
• Implement AI thoughtfully and with clear educational objectives, avoiding use for its own sake.

OPPORTUNITY

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Enhance Education Through AI

AI for Leadership

School Administrative Units may consider...

• Reflecting on approaches to AI use, prioritizing enhancement over replacement of educational experiences.

• Building a strong foundation of AI literacy for educators and students.
• Empowering users to navigate and leverage AI effectively.

Policies & Best Practices

Fostering a “Healthy Tech” School Culture

Student Data Privacy

We have to recognize that there are both opportunities and challenges. Here are some challenges to consider.

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TRANSPARENCY

LEADERSHIP

Building trust through transparency may involve policies that:

• Clear Communication

• Provide students with guidance on when and how to use AI. Check out the clear expectation charts in the "Teaching and Learning" section to help educators set clear expectations for the classroom.
• Clearly explain how and why AI is used in classrooms.

• Transparent Use

• Define how AI usage will be shared, such as through reflection or citation.
• Foster a culture of openness about AI implementation.
• Foster a healthy technology school culture. Check out that section for tips.

• Data Privacy and Protection
• Ensure families, students, and staff understand how data is collected, used, and safeguarded.

• Require vendors to disclose details about their AI systems, including potential biases.

• Stakeholder Education and Feedback
• Educate all stakeholders about AI and its implications. Check out some resources you can use to educate stakeholders.

• Promote healthy tech use by creating informed users.
• Establish feedback loops for ongoing input and addressing concerns about AI experiences.

TRANSPARENCY

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Promote Transparency and Data Accountability

AI for Leadership

School Administrative Units may consider...

• Create a comprehensive communication plan to engage all stakeholders.
• Emphasize transparency and trust in AI use.
• Develop a structured approach for managing relationships with AI vendors.
• Ensure accountability for data security and ethical AI practices.

Policies & Best Practices

Fostering a “Healthy Tech” School Culture

Student Data Privacy

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SUSTAINABILITY

LEADERSHIP

To ensure sustainable AI practices that support the long-term health of schools and students:

• Adopt Scalable Solutions
• Start small with immediate concerns, but plan for future growth aligned with district needs.

• Budget Strategically
• Determine whether to allocate funds specifically for AI tools.

• Keep Humans Central
• Avoid over-reliance on AI by prioritizing human oversight and decision-making.

• Stay Adaptive
• Regularly review and update policies to keep pace with technological advancements.

• Invest in Professional Development
• Train educators and staff to adapt to and effectively utilize emerging technologies.

SUSTAINABILITY

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Establish SustainableAI Practices

AI for Leadership

School Administrative Units mayconsider...

• Focus on sustainable AI practices to support long-term well-being of schools and students.
• Align AI implementation with strategic planning and resource allocation.
• Prioritize ongoing professional development for effective AI integration.

Policies & Best Practices

Fostering a “Healthy Tech” School Culture

Student Data Privacy

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Image generated with DALL-E

The acronyms HUMAN, ROBOT, and ROOTS offer a comprehensive framework for understanding and integrating AI in education with a focus on ethics, practical application, and community.

• HUMAN emphasizes the ethical and responsible use of AI, teaching students and educators to Halt, Utilize, Monitor, Authenticate, and Note when engaging with AI.

• ROBOT, in contrast, centers on the technical aspect of AI interaction, guiding learning through the art of prompting and refining AI outputs via a five-part framework: Refine, Optimize, Build in Checks, Outline, and Test.

• ROOTS extends the conversation by grounding AI use within community and policy contexts, emphasizing the importance of equity, access, and a shared commitment to values-driven innovation through Responsibility, Oversight, Opportunity, Transparency, and Sustainability.

Together, these frameworks intersect to ensure that AI in education is not only a tool for productivity and creativity but also a force for cultivating informed, responsible, and inclusive practices among students and educators alike.

LEADERSHIP

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AI for Leadership

Policies & Best Practices

Fostering a “Healthy Tech” School Culture

Student Data Privacy

GROUND POLICY IN COMMUNITY ROOTS

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"Healthy Tech" School Culture

LEADERSHIP

By fostering clear expectations, responsible habits, creativity, and collaboration, schools can build a healthy, engaging, and sustainable technology culture that benefits everyone.

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Resources for a "Healthy Tech" School Culture:

A "Healthy Tech" School Culture Might Include:

Getting the Most out of Using Tech in the Classroom. Common Sense Media

1. Foster a Mindset of Exploration & Creativity

AI for Leadership

2. Set Clear Technology Expectations

Values and Tech: Fostering a Positive Digital Culture in Your School. Common Sense Media

Policies & Best Practices

3. Teach Digital Citizenship & Protect Student Data

How a School's Culture Impacts Edtech. ISTE

Fostering a “Healthy Tech” School Culture

4. Support Educators with Professional Development

Check out the Maine DOE Learning Through Technology Team for Technology Professional Development

Student Data Privacy

5. Involve Students & Families

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STUDENT DATA PRIVACY

LEADERSHIP

Student data privacy refers to the protection of sensitive personal information about a student, including their academic records, contact details, and other identifiable data, by ensuring its responsible collection, use, sharing, and safeguarding from unauthorized access, in accordance with legal regulations and ethical practices within an educational setting; essentially, it's the right of a student (or guardian) to control how their personal information is collected and used by schools and educational technology platforms.

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Considerations

Data Types

Ethics

Regulations

AI for Leadership

(FERPA) Family Educational Rights and Privacy Act

Personal Identifiable Information (PII) refers to data that identifies or distinguishes an individual student. This could include names, addresses, birthdates, etc. Student data can also include grades, attendance records, medical information, and sometimes even biometric data.

Responsible handling of student data includes ensuring transparency about data collection, minimizing unnecessary data collection, and providing students and parents with access to their information.

The increasing use of educational technology and online platforms raises concerns about data breaches and the potential misuse of student information by third parties

Policies & Best Practices

(COPPA) Children’s Online Privacy Protection Act

(CIPA) Children’s Internet Protection Act

Fostering a “Healthy Tech” School Culture

BEST PRACTICES

Data Privacy as a Part of Digital Citizenship:

(DPA) District Policies and (AUP) Acceptable Use Policies

Digital Citizenship Resource Platform: Safety, Privacy, and Digital Citizenship

Student Data Privacy

(IDEA) Individuals with Disabilities Education Act

Common Sense Media Privacy Program

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The AI Guidance Roadmap

Travel Key

This guide is designed so you can:

• Enter where you need to,
• Stop/Break when you want to, and,
• Return as many times as you'd like.

Alternatively, you can navigate this guide page by page using the "Next" and "Back" buttons. For more information on how to navigate this toolkit, click on MartIn.

You Are Here

OVERVIEW

LEADERSHIP

I. Maine DOE's Approach

TEACHING & LEARNING

I. AI for Leadership

II. AI Explained

ADDITIONAL SUPPORT

II. Policies & Best Practices

I. Getting Started

III. Ethics and AI

I. AI Terms/Glossary

III. Fostering a “Healthy Tech” School Culture

II. AI & Academic Integrity

IV. AI Foundations

III. AI for Teaching

II. FAQ

IV. Student Data Privacy

IV. AI for Learning

III. AI in Maine Schools

IV. AI Tools & Resources

Welcome to the ADDITIONAL SUPPORT section! Click on me for navigation tips.

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A SMALL START TO DEVELOPING AI VOCABULARY

Unsupervised Learning - is a type of machine learning where the algorithm analyzes and finds patterns in data without any predefined labels or instructions, effectively learning the structure of the data on its own.

(AI) Hallucinations - are when artificial intelligence models, particularly generative models, produce output that is inaccurate, distorted, or entirely fabricated. Large Language Model (LLM) - an AI model that has been trained on large amounts of text (data) so that it can understand language and generate human-like text. Neural Network - is a deep learning technique designed to mimic how our human brain learns and makes decisions, using many connected parts to recognize patterns and solve problems. Prompt - structured information given to a machine to generate a requested output. Predictive AI - refers to systems that use data analysis and machine learning algorithms to anticipate outcomes or behaviors based on patterns in past data, enabling proactive decision-making and personalized recommendations. Supervised Learning - is a method where algorithms learn from labeled training data, using it to predict outcomes or classify information based on input-output pairs. It's like teaching a machine using a detailed answer key, enabling it to make accurate predictions or decisions when faced with new, similar data.

ADDITIONAL SUPPORT

A selection of SOME key terms to know.

Algorithm - is a set of detailed instructions or rules assigned to perform a specific task or solve a problem, like a recipe or formula for computers. (AI) Bias - is when a computer program makes unfair choices or assumptions because it learned from data that wasnʼt fair to begin with. Data Mining - the process of analyzing datasets to discover new patterns that might improve the model. Chatbot (bot) - is like a robot you can text with on websites or apps, designed to answer your questions or chat with you, making it seem like you're talking to a real person, but it's a computer program using rules or AI to figure out what you're saying and how to respond. Generative AI - is a type of artificial intelligence that can create new content. This content could be anything from text, and images, to music. Instead of analyzing or recognizing existing data, generative AI uses patterns and information it has learned to produce something new.

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AI Terms/Glossary

Frequently Asked Questions

AI Implementation in Maine Schools

AI Tools & Resources

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Frequently Asked Questions

ADDITIONAL SUPPORT

Will AI replace me?

Is AI safe for my students to use?

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Should I ban ChatGPT and Generative AI?

What is the developmentally appropriate use of AI?

AI Terms/Glossary

Will AI reduce critical thinking and creativity?

Frequently Asked Questions

What tools are being used in Maine?

How is AI being used in current jobs and careers?

AI Implementation in Maine Schools

How can I prevent my students from using AI to cheat?

How is AI beneficial to me as an educator?

AI Tools & Resources

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What is the Maine Department of Education's approach to technology and the purpose of the AI Guidance Toolkit?

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Check out the map to the right to learn more about the AI professional learning happening in schools across the state.

Caribou

ADDITIONAL SUPPORT

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We want to highlight your school and share the good work you are doing around AI Implementation!

Danforth

Tell us about it using the form below: Use the QR code or click HERE.

AI Terms/Glossary

Frequently Asked Questions

Hermon

RSU 9

AOS 91

Union 93

Maranacook

Islesboro

AI Implementation in Maine Schools

RSU 16

MSAD 55

Falmouth

Portland

Sanford

AI Tools & Resources

This map will continue to be updated to reflect the work happening in schools across the state!

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Navigating AI Tools in a Rapidly Changing Landscape

ADDITIONAL SUPPORT

As AI tools continue to evolve at a rapid pace, it can feel overwhelming for PK-12 educators to keep up. New platforms emerge, features change, and updates roll out faster than ever. Rather than focusing on mastering every tool, educators should prioritize developing foundational AI literacy, understanding ethical considerations, and identifying how AI can support teaching and learning. Instead of chasing the latest tool, ask:

• Does this tool align with my instructional goals?
• Is it accessible, ethical, safe, and student-friendly?
• Does it enhance learning rather than replace critical thinking?

By focusing on principles over platforms, educators can confidently adapt to new tools as they come and go, ensuring AI is used thoughtfully and effectively in the classroom.

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AI Terms/Glossary

Frequently Asked Questions

Check out our AI Tools Directory.

HUMAN, ROBOT and ROOTS PDF/Google Doc

AI Implementation in Maine Schools

AI Guidance Toolkit as an interactive PDF

Other Resources to Help

AI Tools & Resources

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ADDITIONAL SUPPORT

Teacher productivity tools, student tools

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Teacher productivity tools, student tools

AI Terms/Glossary

Teacher productivity tools, student tools

Frequently Asked Questions

Teacher tool for creating accessible materials

AI Implementation in Maine Schools

Please Note: The tools listed here are to provide a curated list of education-focused AI tools. This list does not serve as an endorsement of any of these tools nor is it an exhaustive list. Remember to check the Terms of Service, Privacy Policies and that the tools you use align with federal and state laws, as well as your districts policies.

Please Note: The tools listed here are to provide a curated list of education-focused AI tools. This list does not serve as an endorsement of any of these tools nor is it an exhaustive list. Remember to check the Terms of Service, Privacy Policies and that the tools you use align with federal and state laws, as well as your districts policies.

AI Tools & Resources

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ADDITIONAL SUPPORT

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Common Sense Media is a nonprofit organization that provides educators, parents, and students with resources to promote digital citizenship, media literacy, and safe technology use. It offers age-appropriate reviews of media and technology, as well as curriculum and guidance on topics like AI ethics, online safety, privacy, and responsible digital engagement.

ISTE (International Society for Technology in Education) is a nonprofit organization that supports educators, leaders, and students in using technology to enhance learning. ISTE provides professional development, research-backed standards, and instructional resources focused on digital citizenship, AI in education, innovation, and technology integration. Their resources include ISTE Standards for Students and Educators, AI guidance, lesson plans, webinars, and conferences, helping schools navigate the evolving role of technology in education.

AI Terms/Glossary

Frequently Asked Questions

CSTA (Computer Science Teachers Association) is a professional organization dedicated to supporting K-12 computer science educators. CSTA provides curriculum resources, professional development, networking opportunities, and research-based standards to help teachers integrate computer science education effectively. Their resources include the CSTA K-12 Computer Science Standards, lesson plans, workshops, and conferences, all aimed at promoting equitable and high-quality computer science education for all students.

AI Implementation in Maine Schools

The Office of Educational Technology (OET) at the U.S. Department of Education supports the integration of technology in education to enhance teaching, learning, and equity. OET provides policy guidance, research, and resources on topics such as AI in education, digital equity, personalized learning, and cybersecurity. Their initiatives, including the National Educational Technology Plan (NETP) and reports on AI and digital learning, help educators, administrators, and policymakers navigate the evolving role of technology in schools.

AI Tools & Resources

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THANK YOU!

Congratulations on making it to the end of the AI Roadmap Toolkit! Embracing AI in education takes curiosity, effort, and a commitment to continuous learning. By taking the time to engage with this toolkit, you’ve demonstrated a deep investment in staying ahead and making informed decisions that will have a lasting positive impact. Thank you for doing the hard work, for asking the important questions, and for being a leader in shaping the future of education. Your efforts matter, and they will make a significant difference for the students you serve. Keep learning, keep leading, and keep inspiring!

“If we teach today as we taught yesterday, we rob our children of tomorrow.” – John Dewey, 1916

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Click on the item you would like to visit. Or navigate to the page number.

The link will take you to the most prominent case.

INDEX & REFERENCES

Disclosure 12, 17

Data Privacy Agreement 38

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Generative AI 5

Challenges 33

Academic Integrity 12, 17, 41

Good Teaching Practices (in an AI world) 18

Children’s Internet Protection Act (CIPA) 38

Acceptable Use Policy (AUP) 38

Accessibility 18

Effective Collaborator 20, 21, 27

Citing AI 12

Accuracy 10

Eliza Effect 8

Index: A-J

Clear Communicator 20, 21, 25

AI Detectors: Limitations & Considerations 17, 41

Clear Expectations 18, 19, 37

Hallucinations 10

Engaged Learner 20, 21, 24

Halt 8

Computational Thinker 20, 21, 23

Equity 15, 32, 41

AI Literacy 18, 33

Handwritten Assignments 17

Computer Science 13, 20, 21-27

Ethical Creator 20, 21, 26

AI Task Force 31

Index: K-Z

Healthy Tech School Culture 37

Children’s Online Privacy Protection Act (COPPA) 38

Ethical Integration 6-12, 18, 38, 41

Artificial Intelligence (Defined) 5, 13

HUMAN Acronym 7, 36

Evaluating Tools 32

Assessments & Feedback 18

References

Authenticate Your Work 11

Data Safety/Privacy 8, 21, 38

Individuals with Disabilities Education Act (IDEA) 38

Deep Learning 5

Family Educational Rights and Privacy Act (FERPA) 38

Depth of Knowledge 19

Credits

Barriers to AI Use 8

Digital Citizenship 13, 20, 21-27, 37, 38

Foundations of AI 13

Bias 10, 18

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Future Ready Student 20-27

Digital Leader 20, 21, 22

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Blooms Taxonomy 19

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INDEX & REFERENCES

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Leadership 29

Opportunity 33

Teaching 18

Lesson Planning 18

Overwhelm 31

Tools 4, 5, 16, 38, 43, 44

Transparency 34

Index: A-J

Machine Learning 5

Parent & Family Resources 34, 37

Maine DOE Technology/AI Statement 4, 41

Plagiarism 17

Updates 4

Index: K-Z

Maine Implentation 42

Policy 31-35

Utilize Prompting 9

monitor for Bias and Accuracy 10

Professional Development 36, 37, 42

References

Prompting Frameworks 9

What AI Can and Can't Do 8

Natural Language Processing 5

When do I use AI? 8

Navigation for Guidance 1

Credits

Why AI? 8, 15, 29

Neural Networks 5

ROBOT Acronym 9, 36

Note Next Steps 12

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ROOTS Acronym 30, 36

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Evans, T. (2024). The SAMR Model. https://www.canva.com/design/DAGF3aLky5k/8hopvxHicPWnN085AHE2XQ/view?utm_content=DAGF3aLky5k&utm_campaign=designshare&utm_medium=link&utm_source=viewer.

INDEX & REFERENCES

Ibm. (2024, October 25). What are ai hallucinations?. IBM. https://www.ibm.com/topics/ai-hallucinations

Indeed Editorial Team. (2024, August 15). The 80/20 rule explained (guide to the pareto principle) | indeed.com. Indeed. https://www.indeed.com/career-advice/career-development/80-20-rule-explained

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ISTE, ASCD, NASSP, NAESP, AASA. (n.d.). Bringing AI to school: Tips for school leaders. https://cms-live-media.iste.org/Bringing_AI_to_School-2023_07.pdf

Fitzpatrick, Daniel, Fox, A., & Weinstein, B. (2023). The ai classroom: The ultimate guide to artificial intelligence in education. TeacherGoals Publishing, LLC.

Index: A-J

Miller, M. (2023, July 27). CHATGPT, Chatbots and Artificial Intelligence in Education. Ditch That Textbook. https://ditchthattextbook.com/ai/#tve-jump-18606008967

Index: K-Z

Meyer, K., & Davis, N. (n.d.). Two Maine Teachers. https://twomaineteachers.com/

Stryker, C., & Scapicchio, M. (2024, August 20). What is Generative Ai?. IBM. https://www.ibm.com/topics/generative-ai#:~:text=Generative%20AI%2C%20sometimes%20called%20gen%20AI%2C%20is%20artificial,code%E2%80%94in%20response%20to%20a%20user%E2%80%99s%20prompt%20or%20request.

References

Stryker, C., & Scapicchio, M. (2024, August 20). What is Generative Ai?. IBM. https://www.ibm.com/topics/generative-ai#:~:text=Generative%20AI%2C%20sometimes%20called%20gen%20AI%2C%20is%20artificial,code%E2%80%94in%20response%20to%20a%20user%E2%80%99s%20prompt%20or%20request.

Whiting, K. (n.d.). These are the top 10 job skills of tomorrow – and how long it takes to learn them. World Economic Forum. https://www.weforum.org/publications/the-future-of-jobs-report-2025/infographics-94b6214b36/

Credits

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The AI assessment scale in action: Examples from K-12 and higher education across the world. Leon Furze. (2024, May 26). https://leonfurze.com/2024/05/20/the-ai-assessment-scale-in-action-examples-from-k-12-and-higher-education-across-the-world/?fbclid=IwY2xjawGyEwZleHRuA2FlbQIxMAABHaIBF1SIrJtVHYabaChHT360SJK_zYyNYZ0SNKpWLtmfq0qRAr5O6vvzYg_aem_-KdJ_Ibnp71cal8UoFLTqQ

INDEX & REFERENCES

Webb, N., Christopherson, S., & Morelan, B. (2023, March 27). An inside look at Webb’s depth of knowledge. Edutopia. https://www.edutopia.org/article/how-use-norman-webb-depth-of-knowledge/

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Whiting, K. (n.d.). These are the top 10 job skills of tomorrow – and how long it takes to learn them. World Economic Forum. https://www.weforum.org/publications/the-future-of-jobs-report-2025/infographics-94b6214b36/

Index: A-J

The following tools were use in the creation of the AI Guidance Toolkit: Canva Genially

The following are contributors to the AI Guidance Toolkit: Maine Educators (through professional development, input sessions, and submissions)

Index: K-Z

Emma-Marie Banks Bethany Billinger Allison Braley Jim Chasse Ashley Carroll Nicole Davis Jonathan Graham

Jeff Ireland Stephanie McGruder Amy McInerney Janice Medenica Kate Meyer Jonathan Werner MLTI Ambassadors

References

Credits

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Overview

Teaching & Learning

Leadership

Additional Support

Index & Glossary

COMPUTATIONAL THINKER ~ Grades 3-5

Remember when we weave digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Computer Scientist

Digital Citizen

AI Ready

Core Skills

• Breaking problems into smaller parts

• Recognizing repeated patterns

• Understanding simple algorithms

• Analyze online patterns in behavior and consequences (e.g., identifying clickbait). Check out this Common Sense Media lesson: "You Won't Believe This!"

• Create a poster about respectful online interactions. Check out this Common Sense Media lesson: :The Power of Words"

• Use Scratch to design a game or animation that follows a sequence. Check out this lesson from a Maine educator

• Build and debug a program with loops and conditions

• Experiment with Teachable Machine to train an AI to recognize hand gestures

• Explore AI’s role in solving real-world problems (e.g., image recognition)

ETHICAL CREATOR ~ Grades PK-2

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Computer Scientist

Digital Citizen

AI Ready

Core Skills

• Recognizing fairness and kindness in content

• Understanding sharing responsibly

• Exploring simple tech tools

• Create a class project where students attribute credit (e.g., "This idea came from Sam.") Check out this Common Sense Media lesson: "Let's Give Credit."

• Discuss scenarios like "Is it okay to copy someone else’s work?" and decide what’s right.

• Discuss “what is fair?” using relatable stories.

• Use a collaborative coding platformand ensure each contributor is credited in the project description.

• Design a digital artifact (e.g., a game) that includes all classmates as characters or players.

• Practice asking "What's missing" and get students to think about different perespctive, either from those in the room, or not in the room.

• Explore AI tools like Canva to create art showing kindness and fairness.

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Overview

Teaching & Learning

Leadership

Additional Support

Index & Glossary

1. The Future is Already Here AI isn’t just a thing of the future—it’s impacting jobs, industries, and daily life right now. By teaching students about AI and other emerging technologies, we’re giving them the tools to thrive in a world where these innovations are commonplace.

• Why it matters for students: Many of today’s students will have jobs that don’t yet exist but will be shaped by AI. Learning about it now gives them a head start.

• Why it matters for schools: Schools have a responsibility to prepare students for the real world, and the real world is increasingly driven by AI.

5. Involve Students & Families

• Give Students a Voice – Let students contribute ideas, provide feedback, and take ownership of how technology is used in their learning.

• Engage Families – Educate parents and guardians about school technology policies, digital citizenship, and ways to support responsible tech use at home.

Cyber Safety

Lessons around cyber safety you can use in your classroom.

Do you have great cyber security lessons you use in your classroom? Please share your ideas with us! Email Nicole Davis at nicole.davis@maine.gov

AI Hallucinations

An AI hallucination is a phenomenon wherein a large language model (LLM)—often a generative AI chatbot or computer vision tool—perceives patterns or objects that are nonexistent or imperceptible to human observers, creating outputs that are nonsensical or altogether inaccurate (IBM, 2024). We've highlighted two examples here that showcase some of the types inaccuracies that you will encounter when interacting with Generative AI. Example #1 highlights an error that is very human-like. ChatGPT is unable to notice the first "r" in the word strawberry and instead insists that there are only two "r"s in the word. Note its certainty. Example #2 highlights and error that is much more AI-like as an inaccurate association of contexts. It's essential that we keep in mind that this technology is still in its infancy and will make mistakes.

Example #2

Example #1

Bonus Byte: Exploring AI Hallucinations from Asset-Based Lens

DO YOU HAVE OTHER IDEAS?

Are you a Maine educator using generative AI to enhance teaching or learning? Share your idea and help to create a network of amazing ideas from Maine teachers. Email Nicole Davis at nicole.davis@maine.gov

AI

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Teaching & Learning

Leadership

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Index & Glossary

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Overview

Teaching & Learning

Leadership

Additional Support

Index & Glossary

Home

Overview

Teaching & Learning

Leadership

Additional Support

Index & Glossary

ARTIFICIAL INTELLIGENCE

Artificial Intelligence (AI) is the simulated intelligence that enables machines, and more specifically computers, to learn, reason, make decisions, and adapt to new circumstances.

Check out this article for detailed criteria of what makes something AI.

Click here to see a list of significant examples of Artificial Intelligence (AI) in everyday life.

Check out this lesson from Common Sense Media - What is AI?

Bonus Byte: Will AI Replace Search Engines?

3. Teach Digital Citizenship & Protect Student Data

• Embed Digital Responsibility in the Curriculum – Teach students how to use technology safely, ethically, and responsibly.

• Prioritize Student Privacy & Security – Ensure compliance with FERPA, COPPA, CIPA, and other data privacy laws. Educate students about protecting their personal information.

COMPUTATIONAL THINKER ~ Grades 9-12

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Computer Scientist

Digital Citizen

AI Ready

Core Skills

• Designing complex algorithms

• Analyzing patterns and predicting outcomes

• Optimizing problem-solving strategies

• Research and present on how algorithms influence social media feeds. Check out this lesson from Common Sense Media: "How Young Is Too Young for Social Media"

• Analyze case studies on AI ethics and online privacy issues

• Program algorithms to solve real-world problems (e.g., pathfinding in a game). Check out this lesson from a Maine educator, using the CS Carts

• Explore AI-assisted tools like TensorFlow or Scratch AI extensions

• Develop a real-world AI project (e.g., using AI to analyze climate data)

• Debate the societal impacts of AI in various industries

REDEFINITION

Technology allows for the creation of new tasks, previously inconceivable. Redefinition offers AI to facilitate the creation of entirely new tasks, enabling innovative educational activities and interactions that were previously impossible, thereby expanding the boundaries of learning and teaching.

Try redefining your lessons by:

• Using AI tools to create multimedia products and having students analyze and make the product better,
• Creating games for students to access content in a fun way,
• Having students create a chatbot to answer questions about a topic,
• Having students collaborate with AI to critically think through problem-solving real-world problems.

TOOLS FOR REDEFINITION:

**Remember to check and follow terms of service and privacy policies for the tools you use, and that they align with your district policies.

AI Integration in AOS 91

Submitted by Nicole Davis (Maine DOE)

AI DISTRICT LEADERSHIP TEAM: AOS 91 has established a district AI leadership team that meets weekly to discuss, educate, and plan for AI integration in the district. This team includes administrators, technology leaders, educators, and community members, working together to shape AI initiatives. Recently, the team organized a district-wide AI education day, fostering rich discussions around AI’s role in education. Sessions included topics such as:

• “Smarter Planet or Wiser Earth? Artificial Intelligence, Foolishness, Wisdom, Ethics, and the Future of Education” with Gray Cox

• Keeping the HUMAN in the Loop with Kate Meyer (8-12)

• Minds and Machines: A Conversation about AI, SEL and Mental Health with Nicole Davis (Karod)

• Creating an Inclusive Curriculum Using AI with Hannah Mondrach and Kelley Sanborn

Also, Kate Meyer returned to AOS 91 in 2023 after being an MLTI Ambassador for two years. She has brought a wealth of knowledge to her district around AI. Kate often shares her knowledge at conference around the state and is a champion for ethical and responsible use of AI.

STAY TUNED FOR MORE FROM AOS 91

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Computer Science

Teaching computer science concepts sets foundational skills for digital citizenship and AI use and students who are future-ready. Check out this Computer Science Hub with lessons from Maine educators.

WHO DOES AI AFFECT?

Before using artificial intelligence, it's important to consider potential implications, especially any potential negative effects such as bias, inaccuracies, and phenomenons such as "The Eliza Effect." The Eliza Effect is a computer science concept that refers to people’s tendency to falsely attribute human characteristics to AI systems. In 1966, Joseph Weizenbaum’s chatbot, Eliza, was programmed to act similarly to a psychotherapist. Eliza's job was to be non-judgemental and encourage users to find solutions to their problems. Our youngest students are often the most vulnerable to developing an emotional connection with AI. To combat The Eliza Effect in the classroom, it’s important to teach students how to analyze outputs and encourage them to consider where the information comes from.

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IDEA

AI & the Individuals with Disabilities Education Act (IDEA) The Individuals with Disabilities Education Act (IDEA) is a federal law that ensures students with disabilities receive a free appropriate public education (FAPE). How AI Supports FAPE:

• Assistive Technology – AI can enhance accessibility through speech-to-text, text-to-speech, and other adaptive tools.
• Personalized Learning – AI can help tailor instruction to meet individual student needs.
• IEP Alignment – AI tools must support, not replace, accommodations outlined in a student’s Individualized Education Program (IEP).
• No New Barriers – Schools must ensure AI does not create obstacles for students with disabilities.

By using AI responsibly, schools can enhance equitable access to learning while meeting IDEA requirements.

Individuals with Disabilities Education Act

Building and Sustaining Inclusive Educational Practices (January 2025)

What Is IDEA? A Guide for Educators and Parents

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EFFECTIVE COLLABORATOR ~ Grades 3-5

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Computer Scientist

Digital Citizen

AI Ready

Core Skills

• Sharing tasks equitably

• Respecting diverse opinions

• Resolving simple conflicts through discussion

• Create digital posters on teamwork rules for online group projects.

• Use collaborative platforms like Google Docs for group work.

• Build a coding project in small groups with defined roles.

• Use block coding to create a game collaboratively.

• Train Teachable Machine in groups to recognize objects.

• Teacher demonstrates use of an AI tool to brainstorm ideas.

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Will AI reduce critical thinking and creativity?AI can enhance critical thinking and creativity when used as a tool for exploration, problem-solving, and idea generation. However, over-reliance on AI without intentional guidance can limit deep thinking. Schools should focus on teaching students how to use AI thoughtfully, ensuring it supports rather than replaces their own reasoning and creativity.

Check out skills for the Future-Ready Student and activities you can do in the "AI for Learning" section.

ETHICAL USE

AI LITERACY

Ethical Use for Educators:

• As educators, we must hold ourselves to the same high standards we expect of our students.
• This means being transparent about how and when we use AI in our teaching practices and modeling responsible and ethical use.

By keeping the human in the loop, we ensure:

• AI enhances, rather than replaces our professional judgment and relationships with students.
• Using AI ethically builds trust and sets the foundation for students to engage with AI responsibly in their own learning.

What is AI Literacy? AI literacy involves equipping students with the foundational knowledge and skills to understand and interact with artificial intelligence as part of their broader digital citizenship education. This includes:

Discovering

Dissecting

Digging in!

Revisit the HUMAN section to learn more about ethical use.

Actively teach how AI works, not just how to use it:

Aiedu.org Snapshots

• Discovering and actively learning how AI works,
• how AI systems are designed and trained,
• as well as understanding AI technologies implications in life and the workplace.

• Dissecting usage and understanding ethical and responsible use.
• Understanding there are two sides to AI use.
• Understanding when and where to use it.

• Digging in! and playing.
• Experimenting with AI, checking out tools,
• and deciding what works for you!

Common Sense Media AI Lessons

MIT's Day of AI event and curriculum

Blue Apple AI Lessons

Images generated with DALL-E

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OUTLINE AND ASK QUESTIONS

Prompt the AI to seek additional information or outline steps for better clarity.

EXAMPLES:

• Before you start, ask me questions until you have enough information to complete the task.

• Before beginning, ask me about my students' resources available, their familiarity with the topic, and the desired outcome for the project.

• Before we start, ask me about specific concepts my students are learning, any challenges they've had so far, and the type of assessment methods I prefer.

**Remember never input PII into an AI tool.

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1. Define the Purpose and Goals

• Identify why the district needs an AI task force (e.g., to explore AI’s potential, address ethical concerns, evaluate tools, create guidelines, etc.).

• Set clear objectives such as integrating AI tools for personalized learning, enhancing operational efficiency, or ensuring ethical use of AI.

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Welcome to the Maine Department of Education's AI Guidance Toolkit!

The Maine Department of Education is excited to introduce this resource to enhance the understanding and utilization of artificial intelligence in education. As we explore this emerging technology together, we are dedicated to offering guidance that is relevant, responsive, and tailored to meet the unique and diverse needs of education in Maine. This resource is designed to pair learning and guidance in a perfectly packaged toolkit. Whether you are just getting started or looking to deepen your knowledge, you'll find something useful inside. Due to the rapidly evolving nature of this emerging technology, we will keep this toolkit updated with the latest information. Version history information is available within the guide.

WELCOME

NAVIGATION

Next

BACK

• Explore at your own pace.
• Dive deep or get just what you need.
• Review sample guidance and policy.
• See what's happening in Maine schools.
• And so much more!

To navigate this toolkit step by step, use the "NEXT" and "BACK" buttons found at the bottom of each page. You can also use the arrow keys on your keyboard or swipe to the left and right on touch screen.

In the upper right-hand corner of all interactive windows, you'll find the exit button. You can also use the ESC key on your keyboard.

In the upper left-hand corner, you'll find the menu button where you can quickly access the sections of the toolkit.

In the upper right-hand corner, you'll find the "interactive reveal" button, which shows all interactive elements on the page.

Thank you for your continued commitment to ensuring Maine's students are leading the way through meaningful technology learning.

4. Building Critical Thinking and Ethical Awareness Learning about AI isn’t just about technology—it’s about understanding how it works and thinking critically about its impact. For example:

• Data privacy: Who has access to personal information?

• Bias in AI: How can AI tools treat people fairly?

Teaching students these concepts early helps them grow into responsible citizens who can navigate and shape the future of technology.

Should I cite AI?

Citing AI in MLA

Currently, there are different views on citing AI; some compare it to citing Google while others suggest every use should be cited. Whether you decide to have your students formally cite AI or use one of the formats here, encouraging disclosure and transparency is good practice. Even better, ask them to reflect on how they used AI and its impact on their work.

Citing AI in APA

Citing AI in Chicago Style

Check out what Matt Miller has to say about citing AI.

WHERE ARE THERE BARRIERS TO AI USE?

BARRIERS TO EQUITABLE AI USE

• Access to AI Tools or Internet Connectivity
• Biases
• Accessibility

It is important to ensure that all students have equal opportunities to access and benefit from AI tools. Maine schools are primed to support the educational needs of this growing technology through the long-standing technology infrastructure across the state. AI should be integrated purposefully into teaching and learning within classrooms. All students need to establish a basic understanding of artificial intelligence, underscored by computer science. When using AI in the classroom, it’s important to understand that AI tools are biased and we need to work to meet bias head-on through prompting and teaching students to ask what’s missing. By purposefully integrating AI in ways that emphasize critical thinking and analysis, we can ensure that students are approaching AI using a critical lens and ensuring that we are identifying bias and always keeping the "human in the loop."

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AI Integration in Portland Public Schools

Submitted by Courtney GraffiusTechnology Integration Coordinator

For the past three years, a staff and student workgroup in Portland Public Schools has led generative AI initiatives, guided by the question: "How do we prepare students for a world that incorporates AI while supporting teachers?"

AI IN THE CLASSROOM: A SCIENCE TEACHER'S SUCCESSA high school science teacher used the generative AI platform to help twelfth graders comprehend complex scientific texts. They:

• Used AI to summarize to create a class summary.
• Generated a homework assignment with text-dependent questions and an answer key.
• Customized the content to fit student needs.

The result? Students demonstrated a stronger understanding of scientific concepts, producing work that was “head and shoulders” above previous assignments. The AI-assisted preparation saved the teacher time while enhancing student learning.

KEY ACCOMPLISHMENTS:

• AI Basics training provided to all high school teachers.
• Generative AI integrated into school board policies.
• Creation of "Student Guidelines for Using AI with Integrity" for high school students.
• Implementation of a secure generative AI platform that protects student data and provides guardrails for responsible AI use.
• AI Beyond the Basics course—ten teachers dedicating 45 hours to deepen their understanding of AI in education.
• Introducing AI literacy to all high school students through advisory sessions.

Check out PPS Academic Honesty School Board Policy

AIS IMPACT ON ESOL AND SPECIAL EDUCATIONMany ESOL and special education teachers are excited about AI’s potential. The generative AI platform saves time in preparing differentiated materials and accommodations, making learning more accessible and supporting students' individual needs more effectively.

Check out PPS Student Guidelines for Navigating AI with Integrity

8. Communicate with the Community

• Keep parents, staff, and students informed about the task force’s purpose and progress.

• Hold informational sessions or send updates to address questions and concerns.

Check out the "T" of ROOTS for suggestions around communication and transparency

OPTIMIZE ROLES FOR DEPTH

Direct the AI to respond as an expert, educator, or specialist in a subject area or topic.

EXAMPLES:

• Take on the role of an environmental scientist for this activity.
• You are an expert in Universal Design for Learning.
• You're a history teacher specializing in Ancient Rome.
• Take on the role of a reading coach for elementary students.

BONUS PROMPT

Consider YOUR Response to AI

Stanford Study on AI-Detectors and Bias

Handwritten assignments

AI DETECTORS

DRaft Back Tools

AI detectors are also problematic and should be used with caution, they are unreliable and can produce inaccurate results. Additionally, these tools carry biases, particularly against non-native English speakers, potentially flagging their work unfairly. Relying on AI detectors can create an environment of mistrust and inequity, ultimately making them an ineffective solution for managing AI in the classroom.

Draft-back tools are also an option and response. These are used to observe the development and construction of students' writing. These tools can provide valuable insights into a student’s writing process. However, it’s essential to remember that these insights are just one piece of the larger picture.

While there’s a time and place for these tasks, using them exclusively is not the best practice. Constantly assigning handwritten work may overlook necessary accommodations for students who need them, leading to inequities. These tasks also take more time for students to complete and add to teachers' workloads when grading, potentially reducing time for other instructional activities. Additionally, handwritten assignments can decrease student engagement, especially for those accustomed to digital tools. As educators, we understand our students' needs, but relying solely on handwritten assignments limits learning opportunities and does not fully address the challenges or potential of AI in education.

Engaging in open discussions about these various responses allows each school district to make informed decisions about what is best for their community moving forward. Utilizing professional development as a tool can ensure that all stakeholders have the knowledge and resources needed to move forward confidently and effectively.

RSU 9 MLTI/LTT AI Professional Development

Submitted by Nicole Davis (Maine DOE)

Some Mt. Blue educators participated in the Western Maine Education Collaborative (WMEC) Series, a four-part AI-focused program launched in March 2024 in collaboration with WMEC and MLTI/LTT. A follow-up series is set to begin in March 2025. MLTI Alumni Ambassador Martha Thibodeau returned to Mt. Blue with extensive AI knowledge, working alongside tech integrators to continue AI initiatives within the district. During the summer of 2024, Mt. Blue High School hosted the Mt. Blue Summer Tech Institute, providing educators from RSU 9 with a relaxed, yet informative, opportunity to explore AI and other technology-related topics. Educators learned more about:

• What is AI?
• Prompting skills
• Ethical considerations
• AI tools and productivity for educators
• Student ethical and responsible AI use
• Gamification and AI

Welcome to the Maine Department of Education's AI Guidance Toolkit!

The Maine Department of Education is excited to introduce this resource to enhance the understanding and utilization of artificial intelligence in education. As we explore this emerging technology together, we are dedicated to offering guidance that is relevant, responsive, and tailored to meet the unique and diverse needs of education in Maine. This resource is designed to pair learning and guidance in a perfectly packaged toolkit. Whether you are just getting started or looking to deepen your knowledge, you'll find something useful inside. Due to the rapidly evolving nature of this emerging technology, we will keep this toolkit updated with the latest information. Version history information is available within the guide.

WELCOME

NAVIGATION

Next

BACK

• Explore at your own pace.
• Dive deep or get just what you need.
• Review sample guidance and policy.
• See what's happening in Maine schools.
• And so much more!

To navigate this toolkit step by step, use the "NEXT" and "BACK" buttons found at the bottom of each page. You can also use the arrow keys on your keyboard or swipe to the left and right on touch screen.

In the upper right-hand corner of all interactive windows, you'll find the exit button. You can also use the ESC key on your keyboard.

In the upper left-hand corner, you'll find the menu button where you can quickly access the sections of the toolkit.

In the upper right-hand corner, you'll find the "interactive reveal" button, which shows all interactive elements on the page.

Thank you for your continued commitment to ensuring Maine's students are leading the way through meaningful technology learning.

CIPA

CIPA & AI in EducationThe Children’s Internet Protection Act (CIPA) is a federal law requiring K-12 schools and libraries receiving E-rate funding to implement internet safety measures, including web filtering. Key Considerations for CIPA Compliance with AI: 1. Ensure AI Tools Align with CIPA – AI-powered tools must support safe internet use, particularly in filtering and monitoring online activities. 2. Implement Effective Filtering & Monitoring – Schools must use internet filters to block harmful content and monitor student activity for safety. 3. Review AI Tools for Compliance – Administrators should evaluate whether AI tools enhance online safety and meet CIPA requirements. 4. Train Educators on Responsible Use – Teachers need guidance on how to integrate AI safely while maintaining a secure digital environment. 5. Foster Digital Trust & Safety – Transparent communication with families and staff ensures technology is used responsibly and protects students online. By adhering to CIPA, schools can create a safer digital learning environment while responsibly integrating AI into education.

Children's Internet Protection Act

Essential Guide to Digital Citizenship for CIPA and E-Rate

COPPA

Children's Online Privacy Protection Act

COPPA & AI in Education The Children's Online Privacy Protection Act (COPPA) is a federal law designed to protect the online privacy of children under 13 years old by regulating how companies collect, use, and disclose their personal information. Key Considerations for COPPA Compliance with AI: 1. Ensure AI Tools Are COPPA-Compliant – If an AI tool collects data from younger students, it must meet COPPA regulations. 2. Limit Data Collection – AI tools should only collect the minimum necessary data and avoid excessive tracking of student activity. 3. Review Vendor Policies – Administrators should carefully evaluate AI tools to ensure their data practices align with COPPA. 4. Educate Teachers & Staff – Teachers must understand COPPA guidelines and how they apply to classroom technology. 5. Communicate with Families – Schools should inform parents and guardians about data protection measures for online tools used in learning. 6. Stay Proactive About Online Safety – Regularly review and update policies to keep pace with evolving technology and privacy best practices. By following COPPA guidelines, schools can ensure AI tools enhance learning while protecting young students' privacy and security.

Complying with COPPA from the Federal Trade Commision

Common Sense Media: What is COPPA?

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ETHICAL CREATOR ~ Grades 9-12

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Computer Scientist

Digital Citizen

AI Ready

Core Skills

• Critically evaluating sources for bias

• Designing ethical digital solutions

• Reflecting on societal impacts

• Research a real-world case of unethical AI usage and present findings.

• Write a reflection on how technology can shape inclusivity.

• Develop an app or website that addresses an ethical challenge (e.g., accessibility).

• Use coding to simulate real-world issues ethically.

• Debate ethical considerations of AI in real-world applications.

• Address biases head on in prompting by asking "What perspectives are missing? Please give me some ways to include the missing perspectives."

What is AI Literacy?

AI literacy involves equipping students with the foundational knowledge and skills to understand and interact with artificial intelligence as part of their broader digital citizenship education. AI Literacy allows users to make informed decisions about their AI use and the tools they choose. This includes:

Digging in!

Discovering

Dissecting

• Discovering and actively learning how AI works,
• how AI systems are designed and trained,
• as well as understanding AI technologies implications in life and the workplace.

• Dissecting usage and understanding ethical and responsible use.
• Understanding there are two sides to AI use.
• Understanding when and where to use it.

• Digging in! and playing.
• Experimenting with AI, checking out tools,
• and deciding what works for you!

*Images generated with DALL-E

Use this guidance to jump in with AI Literacy. DISCOVER in the "AI Explained" section. DISSECT in the "Ethics and AI" section and DISCOVER throughout as you try out tools and tips.

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East Grand MLTI/LTT AI Professional Development

Submitted by Nicole Davis (Maine DOE)

Staff at East Grand participated in a professional development session titled Artificial Intelligence: From Fear to Inspiration. The session covered topics such as:

• What is AI?
• Prompting skills
• Ethical considerations
• AI tools and productivity for educators
• Student ethical and Responsible Use

Educators also had dedicated time to explore AI tools that enhance teacher efficiency and student engagement.

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ENGAGED LEARNER ~ Grades 3-5

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Computer Scientist

Digital Citizen

AI Ready

Core Skills

• Identifying strengths and interests

• Making connections between concepts and personal experiences

• Create a digital collage about "What I Love to Learn" using safe online tools.

• Discuss digital footprints and interests.

• Design a project that showcases a hobby or interest. Check out this lesson from a Maine educator.

• Work on a collaborative project that uses logic and creativity. Check out this lesson from a Maine educator, using the CS Carts.

• Train an AI model using Teachable Machine on objects they find interesting.

• Explore how AI connects data to create recommendations.

ETHICAL CREATOR ~ Grades 6-8

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Computer Scientist

Digital Citizen

AI Ready

Core Skills

• Recognizing bias in content

• Using diverse and responsible sources

• Reflecting on ethical choices in projects

• Evaluate examples of online content for inclusivity and fairness.

• Create a PSA about using ethical practices in content creation.

• Create a game or project in Python that respects diverse viewpoints (e.g., characters with different perspectives). Check out this lesson from a Maine educator.

• Use AI tools to edit written content for inclusive language.

• Explore AI models and discuss their limitations or biases.

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STUDENT ENGAGEMENT

Through tools that support gamification, creativity, and immersive experiences, AI empowers students to connect with content in meaningful ways. By integrating AI thoughtfully, educators can inspire curiosity and motivation, transforming the classroom into a dynamic space for exploration and growth.

CHECK OUT THESE COOL TOOLS/ACTIVITIES TO ENGAGE STUDENTS:

Creativity: Have students create products, collaborate with AI, and analyze the output.

Gamification: Use AI to bring games or elements from games into the classroom.

Use an AI tool like Almanack which has tools within it to create games such as Jeopardy, Battleship, and more.

Use an AI tool like Magic School which has tools within it to create song lyrics, images, and more.

Quizalize makes it easy to create interactive games like Kahoots, Gimkits and Blookets.

Use an AI tool like School AI where you can create student spaces to help them brainstorm.

This is an educator tool where you can create games around your content.

Use an AI tool like Canva for creating. Students can generate images for product creation and more.

Check out this guide to make an escape room; with AI it becomes easier to find a starting point.

**Remember to check and follow terms of service and privacy policies for the tools you use, and that they align with your district policies.

4. Educate the Team

• Provide basic training on AI, including:
• What AI is and how it works.
• Examples of AI in education and school operations.
• Ethical considerations, including data privacy and bias.

• Host workshops or invite speakers to build a shared understanding.

I’m MARTIN, your Maine ARTificial INtelligence Guide on the Side.

Remember, you can navigate using the buttons at the bottom right and left to move through the guidance.

Don't forget to explore along the way! If you're looking for something specific, check out the table of contents and click on your topic of interest to jump directly to it.

And remember—I'll be with you every step of the way. I'm only a click away!

MAINE EDUCATORS

Help us create a library of AI lessons from Maine Educators around AI!

Are you doing a cool activity/lesson in your classroom with artificial intelligence? Please share your ideas with us! Email Nicole Davis at nicole.davis@maine.gov

AI

COMPUTATIONAL THINKER ~ Grades PK-2

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Computer Scientist

Digital Citizen

AI Ready

Core Skills

• Using stickers or images, create a weather chart and discuss patterns (e.g., sunny days vs. rainy days).

• Solve unplugged coding puzzles (e.g., sorting blocks based on colors or shapes). Check out this lesson from a Maine educator using the CS Carts.

• Have students create simple steps to get from here to there with this unplugged code.org lesson.

• Recognizing patterns in simple problems

• Sorting and classifying objects

• Following step-by-step instructions

• Discuss the importance of safe online habits using interactive stories. Use lessons from Common Sense SEL hub to help.

• Create a "Good Digital Habits" coloring book.

• Teacher has an AI create a step-by-step instruction list, students also come up with step-by-step instructions for the same task and then together as a class compare.

• Use AI tools like Quick, Draw! to recognize drawings and patterns.

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Chatbots/Large Language Models (LLMs)

GENERATIVE AI

These are text generative tools. They produce text in response to a prompt. Tools like this include*:

• ChatGPT
• Pi
• Perplexity
• Google Gemini

Generative AI, sometimes called Gen AI, creates original content such as text, images, video, audio, software code, and more in response to a user's prompt.

Learning Content Creators (aka "wrappers")

These are tools that support learning content creation with lesson planning or tutoring. These tools, unlike general chatbots, prompt you on what it need for the best outcome and are usually trained specifically for the application offered. Tools like this include*:

• Magicschool.ai
• Schoolai
• Snorkl

Check out this article to learn more about Generative AI's role in education.

Check out this article to learn more about what Generative AI is.

Media Creation Tools

Media Creation Generative AI can create media such as images, audio, and video based on prompting.Tools like this include*:

• Canva's Magic Media
• Suno.ai
• Pictory.ai

Bonus Byte: Click here to watch a quick video about AI-generated art.

*These lists are not exhaustive and are not intended to show preference. These are simply small lists of some of the most common tools being used at this point in time.

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An Activity to Foster Discussions

1. Read each scenario below carefully. 2. Discuss as a group and decide where each scenario should go on the continuum. 3. Ask yourselves these questions:

• Does this scenario apply the same way in every assignment, class, or school?
• Are there parts of the scenario that could be adjusted to make it more acceptable? Why or why not?

RESOURCES

Move the boxes along the scale as you have your conversation

Remember, there’s no single correct answer! This activity is about exploring different perspectives and having conversations.

A student copies a Wikipedia article into AI and asks it to rephrase the content, then submits it as their own writing, with minimal changes.

A student asks AI for ideas on a science project, chooses one, and then develops the experiment themselves. They disclose that the initial idea came from an AI prompt.

A student writes an essay draft, then uses AI to check grammar and style. They make changes based on suggestions but keep their original ideas intact. They do not disclose that they use AI.

A student asks AI to help generate ideas and an outline for an upcoming project. They use the outline to write and create their project.

A student inputs a prompt into AI, copies the generated essay word-for-word, and submits it as their own work without editing or attribution.

Not Acceptable

Acceptable

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BUILD IN CHECKS AND BIAS DETECTION

Ask the AI to review its response for bias and suggest ways to make it more inclusive.

EXAMPLES:

• Ensure the activity doesn't rely on specialized items that may not be accessible to all students.

• Review the content to identify if there are any overlooked perspectives or voices that should be included.

• Review this response for any biases that could arise from cultural assumptions.

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6. Establish Policies and Guidelines

• Develop clear policies around AI use, covering:
• Data privacy and security.
• Ethical considerations and bias mitigation.
• Approval processes for new AI tools.

• Include transparency measures for staff, students, and parents.

Check out the first "O" of ROOTS for suggestions around policy and guidelines

FERPA

FERPA & AI Integration in Education The Family Educational Rights and Privacy Act (FERPA) is a federal law designed to protect the privacy of student education records. Key Considerations for FERPA Compliance with AI: 1. Safeguard Student Data – Protect personally identifiable information (PII) and ensure data is used only for authorized educational purposes. 2. Educate Teachers & Staff – Provide training on FERPA responsibilities related to AI use in classrooms. 3. Stay Informed on AI Practices – As AI technologies evolve, it’s important to understand how these tools collect, use, and store student data. 4. Ensure Vendor Compliance – Always verify that AI vendors meet FERPA requirements and handle data responsibly before adopting their tools. 5. Communicate Transparently – Inform parents and guardians about how student data is protected and used when AI is integrated into learning. Maintaining student trust and data security is a shared responsibility. By proactively addressing FERPA compliance, schools can ensure that AI enhances education while protecting student privacy.

Family Educational Rights and Privacy Act

Online Training Modules for FERPA from the US Department of Education

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10. Plan for Long-Term Integration

• Set a roadmap for scaling successful AI projects district-wide.

• Plan ongoing training for staff and updates to policies as AI technology evolves.

Check out the "S" of ROOTS for suggestions around policy sustainability.

Amazon Alexa was released

1997 Deep Blue, a chess computer, beats World Chess Champion Gary Kasparov.

1950 Alan Turing introduces the Turing Test - a way to assess machine intelligence.

2014 Amazon integrates the AI technology that will become Alexa, its own voice interface.

11-30-2022 Open AI releases its first iteration of generative AI: Chat GPT.

1964-66 Created by MIT’s Joseph Weizenbaum, ELIZA becomes the world’s first chatbot.

2011 On Jeopardy, IBM’s Watson beats two champions, Brad Rutter and Ken Jennings.

2002 Started as a LEGO prototype at MIT, iRobot launches its autonomous Roomba vaccum.

1943 Warren McCulloch and Walter Pitts design mankind’s first artificial neuron.

1955-56 Jon McCarthy coins the term “AI” - though some report this was actually in 1956.

2011 Apple integrates the AI technology that will become Siri, its phone voice interface.

1970s AI’s Winter: a period during which funding losses and many false starts slowed AI development.

2017 Amper, the first AI musician, releases the first AI-composed titled, "I AM AI."

Chat GPT may have made AI newly popular, but AI is hardly new!

TIMELINE

UNDERSTAND AI’S HISTORY AND TERMS

AI

EFFECTIVE COLLABORATOR ~ Grades 9-12

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Computer Scientist

Digital Citizen

AI Ready

Core Skills

• Leading or contributing to projects

• Resolving conflicts effectively

• Critically reflecting on team dynamics and outcomes

• Research real-world examples of collaborative tech projects (e.g., open-source software).

• Analyze how teamwork impacts outcomes and self reflect on personal contributions.

• Collaboratively design a complex app or website that solves a problem.

• Build an AI project addressing a group-chosen problem (e.g., climate analysis).

• Debate AI's role in collaborative workspaces.

• Collaborate in a group with AI as one of your group members.

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ASSESSMENT AND FEEDBACK

AI offers new possibilities for assessing and providing feedback for student learning and needs to be intentional and balanced. While it can enhance formative feedback, assessments should still include diverse methods to capture the full scope of student understanding. AI can help to give immediate feedback but should not be the only form of feedback.

Tips and Tools for Feedback

Tips and Tools for Assessment:

Use a tool like Quizalize to quiz students, and get AI hints when needed. You can also assess through games. There are a wide variety of tools like these to create quizzes and assessments, including Magic School, and Quizizz.

Use a tool like Brisk to provide feedback for students in the format of "Glow, Grow & Wonder."

With Snorkl you can create formative assessments for students, students use digital tools and audio to answer and the AI gives feedback. The teacher can modify and adjust the output.

Prompt a large language model (LLM) to create an assessment. Want to address misconceptions? Ask for multiple choice questions with one of the answers being a misconception. Then ask it to explain the misconception in the answer key.

A tool like Curipod allows you to do full class formative assessment, giving options like polls, white boards, and open ended questions.

Tips for Assessment and Feedback:

• Teach students about feedback and how to use it,
• Be transparent and disclose your use of AI feedback,
• Always keep the human in the loop,
• Do not depend on AI for feedback and assessment.

As a teacher, you might use AI tools to generate feedback, review it, and share it with students. Alternatively, you could have students engage with AI-generated feedback, ensuring they understand its source and learn how to process and apply the feedback effectively.

**Remember to check and follow terms of service and privacy policies for the tools you use, and that they align with your district policies.

3. Equity Emerging technologies like AI have the potential to create tremendous opportunities—but only if we ensure all students have access to them. If schools wait too long to teach and implement these technologies, students in underserved communities may be left behind, widening the achievement and opportunity gaps.

• An imbalance of these opportunities creates a divide where some students are prepared for high-paying, technology-driven jobs, while others are not.

• When all students have access to these skills, they’re better equipped to succeed, no matter their background.

2. Align AI Task Force Goals with District Priorities

• Review the district’s strategic plan, technology plan, vision, and priorities (e.g., equity, academic achievement, operational efficiency, or student well-being).

• Identify how AI initiatives can support these goals:
• For example, if the district focuses on equity, explore how AI can close learning gaps or provide personalized support.
• If the district emphasizes efficiency, assess how AI can streamline administrative tasks.

• Engage district leadership to ensure the task force’s objectives are aligned with broader district initiatives and community values.

AI USE DISCLOSURE

In an effort to model much of what is shared within this toolkit, this guidance was developed with the assistance of artificial intelligence (AI) tools, serving as thought partners and editors throughout the process.A variety of tools, including large language models (LLMs) and audio/image generation tools were used to refine content and generate audio/images. These tools supported the creative and editorial process but were not the sole contributors to the ideas, decisions, or final outputs. Throughout the process humans remained in the loop, creating and evaluating the content with human judgment. Each output was carefully reviewed and assessed before being added to our guidance.Here are examples of some of the prompts used in the process:

• "Please edit the following and do not change the content.... (copy and paste content)"
• "Can you generate a list of ways that AI can be used in the classroom?"
• "Create an image..."

This statement reflects a commitment to transparency and serves as a model for the responsible and ethical integration of AI in professional work. Tools used in the process: Eleven Labs, Chat GPT, DALL-E

Martin was created using a tool called DALL-E. With just a prompt we brought our fun tour guide friend to life.

Have Students Reflect on AI

Student Reflection Sentence Stems allow students to thoughtfully think about their interaction with AI. The stems here were created by Kate Meyer, a teacher at Mount Desert Island, and modified from the Library and Learning Service Study Guide. Check out both sources below.

Library and Learning Service Study Guide

Student Reflection

Student Reflection Examples Coming Soon

MSAD 55 MLTI/LTT AI Professional Development

Submitted by Nicole Davis (Maine DOE)

PK-12 staff participated in a differentiated learning opportunity focused on AI. Special education staff received professional development on using AI to enhance accessibility for their students. They also explored how AI can streamline IEP and intervention plan generation. Other staff engaged in discussions on ethical considerations, explored AI tools for teacher efficiency, and learned safe ways to introduce AI to students. MSAD 55 Leadership engaged in conversation with Emerging Technology Specialist on how to proceed with guidelines for their district regarding AI.

CLEAR COMMUNICATOR ~ Grades 9-12

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Computer Scientist

Digital Citizen

AI Ready

Core Skills

• Writing detailed, logically organized essays

• Presenting complex information effectively

• Communicating professionally online

• Research and present on the impact of tone in professional emails and posts. Demonstrate the same email in different tones.

• Practice crafting LinkedIn profiles or resumes.

• Build a program that explains concepts to users in a simple and clear manner (e.g., coding a math explainer tool). Check out this lesson from the MOOSE platform.

• Have students use AI as a thought partner to assist ethically in a project.

• Utilize effective prompting to get output that keeps the human in the process.

• Explore ethical considerations of AI in editing tools.

DPA

Data Privacy Agreement

EXAMPLES

A Data Privacy Agreement (DPA) is a legally binding contract that defines how personal data is collected, stored, and protected. It ensures both parties follow data privacy laws and outlines their responsibilities in handling sensitive information. Key Points:

• Protects Personal Data – Specifies how data is secured and used.
• Ensures Compliance – Helps meet legal privacy regulations.
• Defines Responsibilities – Clarifies what each party must do to safeguard data.

DPAs are essential for maintaining trust, security, and legal compliance when handling personal information.

Template NDPA

AUP for AI in the ELA Classroom (Alice Keeler)

AUP

Acceptable Use Policy

AI Tools AUP

An Acceptable Use Policy (AUP) is a set of rules and guidelines that outlines how an organization’s technology resources—like computers, networks, and websites—should be used responsibly. Key Points:

• Defines Acceptable & Unacceptable Behavior – Sets clear expectations for technology use.
• Acts as a Digital Code of Conduct – Helps maintain a safe and productive online environment.
• Protects Users & Systems – Prevents misuse, security risks, and policy violations.

An AUP ensures that technology is used safely, ethically, and effectively within an organization.

Check out Examples from Maine Schools

I’m MARTIN, your Maine ARTificial INtelligence Guide on the Side.

Feeling lost or stuck? You can click on my image at any point in the toolkit to get helpful tips for what to do next. Remember to explore each page as you move through the guide. Many pages have several resources for you to explore. I'll be with you every step of the way!

Parent/Guardian Resources

Here are some suggested resources for educating others about AI.

5 Tips for Talking to Your Kids About Generative AI

Discover AI in Daily Life

Click on the image to enlarge it.

More from Matt Miller

View this guide from Matt Miller in Canva

I’m MARTIN, your Maine ARTificial INtelligence Guide on the Side.

Feeling lost or stuck? You can click on my image at any point in the toolkit to get helpful tips for what to do next. Remember to explore each page as you move through the guide. Many pages have several resources for you to explore. I'll be with you every step of the way!

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AI-Resistant

As educators, we've seen a lot of change, and it's natural to feel the pressure to overhaul our current practices to align with what's ahead. Instead of starting over, let's focus on evaluating what we ask students to do and how they are doing it. These good teaching practices also help ensure that learning remains authentic and meaningful, even in the age of AI. Chances are, you're already incorporating some of these strategies in your classroom!

Reflection and Personal Connection

Interactive Discussions

Hands-on Activities

Inquiry-Based Learning

Varied Assessment Format

Citation and Referencing Practice

Regular Process Checkpoints

Regular Writing Workshops

Collaboration

Real-World Application

Modified from Amanda Fox's "10 Strategies to Prevent AI Plagiarism and Promote Authentic Learning."

ENGAGED LEARNER ~ Grades 9-12

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Computer Scientist

Digital Citizen

AI Ready

Core Skills

• Designing meaningful projects based on real-world applications

• Customizing approaches to fit personal goals

• Research and present on a digital citizenship topic connected to their future career interests (e.g., data privacy in healthcare).

• Develop an app or tool that aligns with personal interests (e.g., fitness tracker, budgeting tool). Check out the Tyler Tech Maine App Challenge.

• Explore advanced programming to tackle real-life issues.

• Create an AI project that aligns with their passion (e.g., AI predicting sports outcomes).

• Debate the role of AI in shaping industries of interest.

Policy Examples and Tool Kits

Evaluate Tools

What does the Office or Educational Technology Advise Ed Tech Developers to consider?

Sample Guidance from Teachai.org

A Teacher Rubric and Checklist for Assessing AI Tools

Office of Educational Technology Toolkit

Check out this article: "5 easy steps for responsibly piloting AI and tech in education.

Teach AI Toolkit

Existing Policy

AI for Education Drafting Policy

Lean into existing policy here are some to consider:

• GCSA: Employee Computer and Internet Use
• JRA: Student records
• EGAD: Copyright Compliance
• IHBEA: Programs for English Learners
• IJJ: Selection of Educational Materials
• EHB: School Records Retention

Empower Educators through Professional Learning Toolkit

Learn more about Data Privacy

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Use Matt Miller's "It's time to rethink 'plagiarism' and 'cheating" and the questions below to start these discussions with other teachers.

Check out The Digital Learning Podcast to hear the conversation

Stanford Study on AI and Cheating (It will surprise you!)

• What defines “cheating” in the context of AI usage, and how might this definition need to evolve for today’s classrooms?
• How do each of these AI-supported scenarios align with the skills we want students to develop, such as critical thinking, creativity, and independent problem-solving?
• Which levels of AI assistance on this continuum best support the ethical and responsible use of AI in preparation for real-world applications?
• How can we create clear guidelines and expectations for students on acceptable AI use for assignments, balancing learning integrity with technological skills?
• What types of assignments or assessments could encourage students to use AI as a tool for learning enhancement rather than as a shortcut?

Is AI safe for my students to use?AI, like any new technology, should be approached with care and thoughtful guidance. While it has the potential to enhance learning and creativity, it also comes with risks if not used responsibly. To help keep students safe while using AI, educators can:

• Have open conversations about AI’s use, benefits, and potential risks.
• Educate both ourselves and our students on the opportunities and challenges AI presents.
• Monitor students’ AI use to ensure they engage with it responsibly and ethically.

Students are still developing the critical thinking skills needed to navigate AI effectively. They need guidance, structure, and support to use AI as a helpful tool rather than a shortcut or a risk. By fostering AI literacy and responsible use, we can help them make informed decisions in this evolving digital landscape.

Learn more about student use in the "AI for Learning" section.

1. Foster a Mindset of Exploration & Creativity

• Encourage Innovation – Teachers and students should feel empowered to explore new technologies, embrace a "fail forward" approach, and experiment with creative digital solutions.

• Use Technology with Purpose – Focus on using digital tools to enhance learning, not just for the sake of using them.

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Hermon MLTI/LTT AI Professional Development

Submitted by Nicole Davis (Maine DOE)

Staff in Hermon participated in a professional development session titled Artificial Intelligence: From Fear to Inspiration. The session covered topics such as:

• What is AI?
• Prompting skills
• Ethical considerations
• AI tools and productivity for educators
• Student ethical and responsible use

Educators also had dedicated time to explore AI tools that enhance teacher efficiency and student engagement. In March we will be following up with Hermon to help host and MTLI/LTT statewide PD event.

How Is AI Beneficial to Me as an Educator?AI has the potential to give Maine educators one of the most valuable gifts—time. Teachers juggle numerous responsibilities, many of which are time-consuming but not directly tied to student interaction or learning outcomes. Tasks like creating lesson plans, slideshows, differentiated resources, assessments, and data analysis often take hours, reducing the time available for one-on-one student support and meaningful instruction. With educator guidance, AI can streamline these tasks, helping teachers generate high-quality resources more efficiently. For example, AI can assist in curating content for different skill levels, drafting scaffolded assignments, summarizing complex topics, or even generating discussion prompts. By automating these routine but essential aspects of teaching, AI allows educators to focus on what matters most—engaging with students, fostering critical thinking, and building strong classroom relationships. Ultimately, AI should be seen as a teaching assistant, not a replacement for educators. Educators are the experts! When used strategically, it can enhance productivity, reduce workload stress, and improve the overall teaching and learning experience.

Check out the resources in the "AI for Teaching" section to learn more.

AI Bias

AI tools are subject to bias. Each AI tool is trained on datasets that it receives from its creators. Training data often reflects human biases, societal inequities, and incomplete perspectives, leading to outputs that may favor certain viewpoints or exclude others. Additionally, developers' assumptions or choices in designing the AI can inadvertently introduce bias. Recognizing bias is crucial to ensuring AI is used responsibly, ethically, and inclusively. It is part of our responsibility as users of AI to ask, "What perspective is missing?" and to report any bias we are aware of to the company behind the AI tool we are using.

How to Report AI Bias

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CLEAR COMMUNICATOR ~ Grades 3-5

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Computer Scientist

Digital Citizen

AI Ready

Core Skills

• Create a coding project where students develop an interactive story with clear instructions.

• Use conditional choices to express ideas. Have students create scenarios or if-then sentences.

• Organizing thoughts for short written or verbal communication

• Giving and receiving simple feedback

• Practice composing concise and polite emails to teachers or peers.

• Role-play scenarios of good and bad online communication.

• Use and AI like Brisk to give students feedback, disclose that you've used AI, and talk about what feedback is and how to use it.

• Students use a tool like Canva to create AI images and learn how to prompt

This toolkit is designed to be a living resource that will be updated on an ongoing basis. As AI's use in education changes and adapts, so will this toolkit. We are excited about the potential positive impacts AI can have in education and will continue to curate up-to-date information and resources. To ensure ease of access to new additions and offer increased transparency we will maintain a "Version History," detailing the date of the most recent updates and the significant changes you'll find as part of that update.

Union 93 MLTI/LTT AI Professional Development

Submitted by Nicole Davis (Maine DOE)

Staff in School Union 93 participated in a professional development session titled Artificial Intelligence: From Fear to Inspiration. The session covered topics such as:

• What is AI?
• Prompting skills
• Ethical considerations
• AI tools and productivity for educators

Educators also had dedicated time to explore AI tools that enhance teacher efficiency and student engagement.

DIGITAL LEADER ~ Grades PK-2

DIGITAL LEADER ~ Grade 6-8

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Computer Scientist

Digital Citizen

AI Ready

Core Skills

Computer Scientist

Digital Citizen

AI Ready

Core Skills

Digital Citizen

Computer Scientist

AI Ready

Core Skills

• Use Robots in the classroom. Try this lesson out from a Maine Educator.

• Use a matching game where students pair technology components with their functions (e.g., mouse to click, keyboard to type).

• Have students take turns "logging in" with name tags and assigning digital roles to demonstrate responsible usage.

• Introduction to coding through drag-and-drop tools like Scratch Jr.

• Basic navigation of devices

• Recognizing technology as a tool

• Learning responsible behavior

• Introduce AI through picture books and then discuss where students may encounter AI, like Siri or Alexa.

• Teacher demonstrates AI with Image generators like Canva, having students use descriptive words to prompt an image.

• Create a class storybook about "How to Be Safe Online" and include simple rules.

• Storytime: Read a book like "Chicken Clicking" by Jeanne Willis and discuss staying safe online.

• Create a "Technology Pledge" poster. Check out this lesson from Common Sense Media

• Critical evaluation of information

• Creating digital content

• Understanding digital footprints

• Use Common Sense Media's Lesson on "Private and Personal Information" for students to learn what's okay and not okay to share online.

• Have students think about their digital footprint by asking "How does our online activity affect the digital footprints of ourselves and others?" Check out Common Sense Media's Digital Footprint lesson.

• Apply the same concepts to AI tools as Common Sense Media's Lesson “Private and Personal Information.” Model this and point out that you should not put personal identifiable information into AI.

• Teacher uses an AI to generate examples of secure and insecure passwords and have students compare and discuss how effective they are.

• Present students with a simple question (e.g., "Do cats always land on their feet?") and provide two different websites with information—one credible and one with exaggerated or false claims.

• Create digital content while considering the impact of sharing online and learning about digital footprints.

• Conduct a "Social Media Detective" activity: Analyze profiles for privacy concerns (You could have AI create a variety of fake profiles to look at). Check out Common Sense Media's "Who Are You Online" lesson.

• Create an infographic about online ethics

• Learn Python basics to automate simple tasks

• Explore how computers store and process data. Check out this lesson from a Maine educator.

• Train a simple AI model using Teachable Machine

• Discuss ethical considerations of AI (e.g., bias in algorithms using a tool like Quick Draw). Check out this lesson from a Maine educator.

• Independent exploration of tools

• Awareness of biases in digital tools

• Safe sharing practices

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What are some ways AI can break down barriers?

ACCESSIBILITY

• Level Text
• Translation
• Provide graphic organizers
• Personalize learning paths
• Modified assessment
• Providing a copy of notes
• Break down tasks
• Text-to-speech
• Speech -to-text
• Providing frequent feedback
• Differentiation
• Visual Aids
• Voice Instructions

How can I use AI for accessibility?

• Empower students to use AI to help access their learning,
• Use AI tools to help personalize, accomodate and modify learning experiences and curriculum.

What do I need to know?

• Do not put student's personally identifiable information (PII) into AI. (Remind/teach students this as well),
• Offer tools to students to break down barriers to learning,
• Remember to keep the human in the loop; you are responsible for the output and what you do with it.

Check out these prompts for Special Education

What tools can help with accessibility?

Need more information? Check out Maine DOE Multi-Tierd System of Supports Page

**Remember to check and follow terms of service and privacy policies for the tools you use, and that they align with your district policies.

EFFECTIVE COLLABORATOR ~ Grades PK-2

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Computer Scientist

Digital Citizen

AI Ready

Core Skills

• Sharing ideas with peers

• Practicing turn-taking

• Listening to others’ ideas

• Work in pairs to create a digital drawing using a shared app.

• Create a class story where each student writes or draws one part of the story.

• Teach students how to stand up for people they care about with a lesson from Common Sense Media.

• Program a robot together as a group, assigning roles like programmer, tester, and recorder. Try this lesson using Beebots from a Maine educator.

• Explore simple coding tasks that require cooperation. Check out this lesson from a Maine educator, using the CS Carts.

• Model collaborating with the AI by prompting and asking questions for a task.

• Use AI to generate art and have students collboarate to create a shared image.

CLEAR COMMUNICATOR ~ Grades 6-8

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Computer Scientist

Digital Citizen

AI Ready

Core Skills

• Writing structured paragraphs

• Articulating ideas during group discussions

• Understanding tone in communication

• Analyze examples of unclear vs. clear online communication. Check out this Common Sense Media lesson "Digital Drama Unplugged."

• Use collaborative platforms like Google Docs to share feedback.

• Design a chatbot in Python that helps answer FAQs with clear and concise responses.

• Use loops to create logical sequences.

• Use AI tools to summarize a passage for clarity (This might be with a tool like School AI or Magic Student).

• Explore how AI analyzes and suggests improvements in written communication, and continue to discuss how to use feedback.

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• Overview

• Teaching & Learning

• Leadership

• Additional Support

• Index

• References

AI TASK COMPLETION HUMAN EVALUATION

Description of AI USE

What

WHY

Application

AI completes specific tasks within the task, with students critically evaluating and discussing the AI-generated content.

Delegated specific tasks to the AI like summarizing, calculations, or generating visual aids. This could be teacher or student-directed.

Teaches students to assess AI outputs critically, fostering analytical skills and awareness of biases or inaccuracies.

Students evaluate AI-generated summaries, graphs, or models, learning to refine or adapt the output for improved accuracy or relevance. Students use these tools/tasks to go further in-depth with the content.

DIGITAL LEADER ~ Grades PK-2

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Computer Scientist

Digital Citizen

AI Ready

Core Skills

• Use Robots in the classroom. Try this lesson out from a Maine Educator.

• Use a matching game where students pair technology components with their functions (e.g., mouse to click, keyboard to type).

• Have students take turns "logging in" with name tags and assigning digital roles to demonstrate responsible usage.

• Introduction to coding through drag-and-drop tools like Scratch Jr.

• Basic navigation of devices

• Recognizing technology as a tool

• Learning responsible behavior

• Introduce AI through picture books and then discuss where students may encounter AI, like Siri or Alexa.

• Teacher demonstrates AI with Image generators like Canva, having students use descriptive words to prompt an image.

• Create a class storybook about "How to Be Safe Online" and include simple rules.

• Storytime: Read a book like "Chicken Clicking" by Jeanne Willis and discuss staying safe online.

• Create a "Technology Pledge" poster. Check out this lesson from Common Sense Media

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AI-ASSISTED EDITING

Description of AI USE

What

WHY

Application

AI is used to refine and edit the student’s work for clarity, grammar, and style, with the original work provided for comparison.

Proofreading and grammar checks through AI tools.

Promotes awareness of grammatical accuracy and improves written communication skills through guided AI feedback.

Students use AI to edit their essays or assignments, learning to evaluate AI-suggested changes critically and understand grammatical improvements. This might be with a tool like Magic School, or with a prompt like "Please give me feedback on..."

Ways to respond to Generative AI

• Create a culture around sharing when AI is used (transparency) and learning together,

• Teach students how to use AI ethically,
• Model using AI ethically,
• Have clear classroom expectations,

• Have students reflect on their use.

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REFINE YOUR PURPOSE

Clearly define the objective and specific outcomes you’re aiming for.

EXAMPLES:

• Generate a discussion guide for the first chapter of To Kill a Mockingbird, focusing on the social and moral issues introduced in the text.

• Explain the steps of photosynthesis in simple terms for 10-year-old students, emphasizing why sunlight is essential to the process.

• Explain the concept of fractions to 8-year-old students, focusing on real-world examples that involve sharing food and dividing items into parts.

SUBSTITUTION

REALIZATION AND ACKNOWLEDGEMENT OF AI

ETHICAL AUTOMATION OF TASKS

Technology acts as a direct substitution with no functional change. Substitution in AI can have two parts: realizing and acknowledging artificial intelligence and its capabilities, and ethically automating tasks.

• Ethically automate tasks such as translation, lesson planning, and grading all while keeping the human in charge.
• Consider the tasks you are currently doing. Can it be automated, and if so, does the task need to be re-evaluated?
• A place to start substitution may be to generate a lesson.

We have been here before, like the internet artificial intelligence is not going away.

TOOLS FOR SUBSTITUTION:

**Remember to check and follow terms of service and privacy policies for the tools you use, and that they align with your district policies.

SAMR

AI

2. Set Clear Technology Expectations

• Establish Guidelines – Define how, when, and why technology should be used in the classroom.

• Model Responsible Use & Good Tech Habits – Educators should demonstrate ethical and effective technology use, helping students develop digital literacy and critical thinking skills.

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2. AI Can Enhance Teaching and Learning AI isn’t just something students need to learn—it can help them learn more effectively.

• For teachers: AI tools can save time by automating tasks and working as a thinking partner to enhance the classroom.

• For students: Adaptive learning platforms can provide personalized support, helping every student learn at their own pace and level.

Waiting to adopt these tools means missing out on opportunities to make education more engaging and accessible for all learners.

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NO AI

Description of AI USE

What

WHY

Application

Students complete the task without AI assistance, relying entirely on their knowledge, understanding, and skills.

Work or learning without AI involvement.

Builds foundational skills, critical thinking, and ensures students rely on their own understanding and problem-solving.

Assign tasks like essays, math problems, or creative projects where students must demonstrate mastery of concepts without external tools.

HOW CAN WE HELP ENSURE DATA SAFETY?

• Unless explicitly stated otherwise, assume the information that you input into an AI tool will be retained and used to help train the model.

• Avoid entering Personally Identifiable Information (PII) into the AI tool.
• Treat AI tools the same way you would a public internet space with regard to privacy (i.e. social media). Do not place information into an AI tool that you would not want to end up in other places on the internet.
• Every tool has its own Terms of Service and Privacy Policy. These documents clearly state how your information will be used and will you to make informed decisions.
• Users should always review what data is being collected and the rules around the tool's use. Any tool being used should align with the User's Organizational policies regarding technology and data and consider other data regulations.

Personally Identifiable Information (PII) is any information connected to a specific individual that can be used to uncover that individual's identity, such as their social security number, full name, email address, or phone number. (Stryker & Scapicchio, 2024)

Check out this lesson from Common Sense Media on PII

MODIFICATION

Technology allows for significant task redesign. Modification redesigns learning tasks, allowing for more content access and engagement.

Try modifying your lessons by:

• Using AI to create customized learning paths,
• Creating a gamified experience or simulation for students,
• Making your lessons more accessible and applying Universal Design for Learning (UDL) opportunities for students,
• Using AI to create content and having students analyze the AI output.

TOOLS FOR MODIFICATION:

**Remember to check and follow terms of service and privacy policies for the tools you use, and that they align with your district policies.

SAMR

AI

MACHINE LEARNING

Machine Learning (ML) is a branch of Artificial Intelligence (AI) that focuses on the ability of machines and computers to learn without direct programming.

Check out this article that discusses machine learning.

WANT TO TRY TEACHING A MACHINE? TRY ONE OF THESE!

Click here for a list of significant ways ML is being used today.

Code.org's AI for Oceans

Google's Teachable Machine

WHAT AI CAN AND CAN’T DO?

• It’s important to know the limitations of AI.
• While AI can simulate human thinking, it can not actually think.
• While it can simulate emotions and values based on context, it does not have emotions or values.
• Just like humans, AI makes mistakes, especially in situations requiring critical thinking, creativity, or ethical decision-making.
• Knowing these limitations, it's essential to keep the "human in the loop."

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Islesboro MLTI/LTT AI Professional Development

Submitted by Nicole Davis (Maine DOE)

Staff at Islesboro Central School participated in a series of professional development sessions titled Artificial Intelligence: From Fear to Inspiration and Future Ready Students - Cultivating AI Investigation. The sessions covered topics such as:

• What is AI?
• Prompting skills
• Ethical considerations
• AI tools and productivity for educators
• AI in the unified arts
• Student ethical and responsible use

Educators also had dedicated time to explore AI tools that enhance teacher efficiency and student engagement.

Considerations for K-5 Students:

• Consider data privacy and terms of service—many of the tools are 13+ or 18+.
• Consider how younger students perceive these tools—are they viewing them as a tool or a human?
• Teach students media literacy, digital citizenship, and computer science concepts that will aid in their understanding as they get older.
• Explore and learn about AI in ways that match students' age and understanding.
• Teacher-led activities—activities may be more about AI than with AI.

Considerations for 6-8 Students:

• Consider data privacy and terms of service—many of the tools are 13+ or 18+.
• Consider how younger students perceive these tools—are they viewing them as a tool or a human?
• Teach students media literacy, digital citizenship, and computer science concepts alongside AI.
• Monitor student use of AI.

Considerations for 9-12 Students:

• Consider data privacy and terms of service—many of the tools are 13+ or 18+.
• Consider how younger students perceive these tools—are they viewing them as a tool or a human?
• Teach students media literacy, digital citizenship, and computer science concepts alongside AI.
• Purposefully use AI with students, evaluating its ethical and responsible use.

What is the developmentally appropriate use of AI?AI should be introduced in a structured, age-appropriate way under the guidance of trained and trusted adults. What is developmentally appropriate for one student may not be for another. Our students (especially younger students) still rely on educators to help them make informed decisions.

Check out the "AI Foundations" to view the overlap between digital citizenship, computer science and AI

Check out the "AI Explained" section to learn more about AI

Check out the "Ethics and AI" section to learn more about using AI ethically and responsibly.

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3. Assemble a Diverse Team

• Include a range of stakeholders to represent various perspectives, possible stakeholders could include:
• Teachers (representing different grade levels and subjects).
• Administrators (e.g., principals, curriculum directors).
• IT Specialists (for technical expertise).
• Parents (to reflect community concerns and priorities).
• Students (especially middle or high school students who use AI tools).
• External Experts (AI/EdTech consultants or university partners, if available).

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ENGAGED LEARNER ~ Grades 6-8

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Computer Scientist

Digital Citizen

AI Ready

Core Skills

• Applying personal voice and choice to projects

• Solving problems connected to real-life situations

• Conduct a class project on digital ethics tied to their social media use.

• Create videos on "How Technology Helps My Life." Check out this Common Sense Media lesson: "My Social Media Life."

• Create a program in Python that solves a real-world problem (e.g., a calculator for their favorite sports statistics). Check out this lesson from the MOOSE platform.

• Use AI tools to analyze personal preferences (e.g., music or art recommendations).

• Explore ethical use of AI in personal decision-making.

5. Assess Current AI Usage

• Inventory existing AI tools and practices already used in the district (e.g., chatbots, adaptive learning platforms, or administrative automation).

• Evaluate their effectiveness and identify gaps or risks.

• Look for educators who are already champions of AI.

Check out the first "O" of ROOTS for suggestions for oversight.

DIGITAL LEADER ~ Grades 3-5

DIGITAL LEADER ~ Grades PK-2

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Computer Scientist

Digital Citizen

AI Ready

Core Skills

Digital Citizen

Computer Scientist

AI Ready

Core Skills

• Use Robots in the classroom. Try this lesson out from a Maine Educator.

• Use a matching game where students pair technology components with their functions (e.g., mouse to click, keyboard to type).

• Have students take turns "logging in" with name tags and assigning digital roles to demonstrate responsible usage.

• Introduction to coding through drag-and-drop tools like Scratch Jr.

• Basic navigation of devices

• Recognizing technology as a tool

• Learning responsible behavior

• Introduce AI through picture books and then discuss where students may encounter AI, like Siri or Alexa.

• Teacher demonstrates AI with Image generators like Canva, having students use descriptive words to prompt an image.

• Create a class storybook about "How to Be Safe Online" and include simple rules.

• Storytime: Read a book like "Chicken Clicking" by Jeanne Willis and discuss staying safe online.

• Create a "Technology Pledge" poster. Check out this lesson from Common Sense Media

• Critical evaluation of information

• Creating digital content

• Understanding digital footprints

• Use Common Sense Media's Lesson on "Private and Personal Information" for students to learn what's okay and not okay to share online.

• Have students think about their digital footprint by asking "How does our online activity affect the digital footprints of ourselves and others?" Check out Common Sense Media's Digital Footprint lesson.

• Apply the same concepts to AI tools as Common Sense Media's Lesson “Private and Personal Information.” Model this and point out that you should not put personal identifiable information into AI.

• Teacher uses an AI to generate examples of secure and insecure passwords and have students compare and discuss how effective they are.

• Present students with a simple question (e.g., "Do cats always land on their feet?") and provide two different websites with information—one credible and one with exaggerated or false claims.

• Create digital content while considering the impact of sharing online and learning about digital footprints.

WHY SHOULD I USE AI?

We want to make sure that when we are using AI in our own work or our students are using it in theirs, it aligns with pedagogical goals, improves engagement, encourages creativity, and helps to personalize learning. Along with asking yourself if this is an ethical use of AI, you might also ask if this improves your productivity or the learning experience of your students. Are you using AI to supplement human judgment, not replace it? Whether you are using it in your own practice or not, it is important to acknowledge that it will be our students' future. Integrating AI into education aligns with the skills needed for the future, helping students not only use technology but also understand, innovate, and lead in a rapidly changing world. AI is becoming a critical tool in many fields, from healthcare to engineering. Using it with students and teaching them about it helps prepare them for a future with AI. It will help them develop a set of skills they will need for future careers. We need to help students develop critical thinking skills around AI so they learn to evaluate AI outputs for accuracy, understand its limitations and biases, and make informed decisions about when and how to use it responsibly.

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50% of all employees will need reskilling by 2025, as adoption of technology increases, according to the World Economic Forum's Future of Jobs Report (Whiting).

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BEST PRACTICES

for Student Data Privacy & AI Integration

1. Ensure Compliance with Privacy Laws

• Follow FERPA, COPPA, and CIPA to protect student data.
• Regularly review federal, state, and district privacy policies.

2. Use AI Tools with Strong Privacy Protections

• Choose AI tools that minimize data collection and have clear privacy policies.
• Verify that vendors comply with student data privacy regulations.

3. Limit Data Collection & Storage

• Only collect the minimum necessary student data.
• Set clear data retention policies and delete unnecessary data.

4. Educate Staff & Students on Data Privacy

• Train educators on how AI tools handle data.
• Teach students how to protect their personal information when using AI.

Putting it all together:

5. Maintain Transparency with Families

• Inform parents/guardians about how AI tools collect and use student data.
• Provide opt-in/opt-out options when possible.

6. Implement Strong Security Measures

• Use encrypted connections and require strong passwords for AI tools.
• Restrict access to student data based on role and necessity.

7. Regularly Audit AI Tools & Practices

• Conduct routine privacy audits to ensure AI tools meet district standards.
• Evaluate whether AI tools improve learning without compromising privacy.

8. Foster Ethical & Responsible AI Use

• Encourage AI use as a learning aid, not a replacement for student effort.
• Set guidelines on when and how AI should be used in the classroom.

By following these best practices, schools can integrate AI responsibly while protecting student privacy and ensuring ethical use.

Student Privacy at the U.S. Department of Education

The Checklist: 5 Steps to Secure Student Data

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WHEN DO I USE AI?

This is a question that is often asked: When do I use AI? It is important that our use of AI aligns with the goals we have in our classroom. We can think about this in terms of learning to read versus reading to learn. When we are teaching our students to read, we are looking to build foundational skills. We want them to practice their skills, build understanding and structure, and have a chance to make mistakes. This may be a place where we choose not to use AI, allowing our students to build fluency and comprehension in a particular skill to use and think critically with that skill and knowledge. When students use foundational skills to access other content (“reading to learn”), we are asking them to dig deeper, apply those skills in new contexts, and adapt and innovate. In these cases, AI can serve as a valuable tool to streamline access to the content we need to teach, freeing up time and energy to focus on the core skills we truly want students to practice and develop. For example, AI can help generate summaries, provide scaffolded explanations, or offer alternate perspectives on a topic

allowing students to quickly grasp foundational knowledge and transition to higher-order thinking tasks. By leveraging AI in this way, educators can guide students toward deeper thinking, encouraging them to ask critical questions, solve complex problems, and create meaningful work. AI does not need to be used for everything, and the way we choose to use it should be intentional and aligned with our learning goals. Integrating it thoughtfully can amplify teaching and learning and prepare our students for their future.

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Bonus Byte: 7 Questions to Ask Before Using AI with Students

ETHICAL CREATOR ~ Grades 3-5

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Computer Scientist

Digital Citizen

AI Ready

Core Skills

• Understand there is bias in our content and ask "What's missing?"

• Sharing ideas responsibly

• Reflecting on the impact of digital creations

• Analyze a scenario with unfair content or biased images.

• Write a class blog post about a topic using inclusive language.

• Design a coding project that shares a story with diverse characters.

• Introduce 3rd-5th graders to the concept of debugging by helping them identify and fix "bugs" in a digital scenario to ensure fairness in content.

• Train Teachable Machine with diverse images to recognize fairness.

• Discuss how AI can perpetuate or reduce biases in content.

• Use a tool like Quick Draw to discuss "What's missing?" in the data.

4. Support Educators with Professional Development

• Ongoing Training & Collaboration – Provide teachers with hands-on learning opportunities to build confidence in technology integration.

• Encourage Educator Innovation – Create a culture of experimentation where teachers can share best practices and learn from one another.

AUGMENTATION

Technology acts as a direct substitute with functional improvement. Augmentation is where AI adds functional improvements to your task or the task you’re asking students to do.

Try augmenting your lessons by:

• Using translation tools in real time,
• Getting personalized learning recommendations for students,
• Using AI to help analyze data and give insight,
• Using a Chatbot to get feedback in real-time before passing back an assignment.

TOOLS FOR AUGMENTATION:

**Remember to check and follow terms of service and privacy policies for the tools you use, and that they align with your district policies.

AI

SAMR

CLEAR COMMUNICATOR ~ Grades PK-2

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Computer Scientist

Digital Citizen

AI Ready

Core Skills

• Write a class message together and post it to a shared platform like Seesaw.

• Create a "Kind Words Online" poster.

• Role-play scenarios where students practice listening and responding respectfully online.

• Expressing simple ideas clearly

• Practicing active listening

• Using basic digital communication tools

• Use Scratch Jr. to create short animations that tell a story.

• Practice sequencing events to express ideas logically.

• Students create a program for a partner to get from one place to another. Try out this code.org activity for students to practice programming and clear communication skills.

• Teacher uses AI to ask and answer simple questions, analyzing the answer and talk about how AI is a tool.

• Create simple AI generated images and discuss using descriptive words.

Caribou MLTI/LTT AI Professional Development

Submitted by Nicole Davis (Maine DOE)

Staff in Caribou participated in a professional development session titled Artificial Intelligence: From Fear to Inspiration. The session covered topics such as:

• What is AI?
• Prompting skills
• Ethical considerations
• AI tools and productivity for educators

Educators also had dedicated time to explore AI tools that enhance teacher efficiency and student engagement. Staff also observed a lesson with students on AI-Generated Images. This included generated images as well as discussing ethical use.

5. The Pace of Change is Rapid Technology moves fast. Waiting means we risk falling behind. By introducing emerging technologies now, schools can:

• Stay current with industry trends.

• Build a culture of innovation and adaptability.

• Position students and educators as leaders in this transformative era.

Digital Citizenship

Teaching digital citizenship sets foundational skills for computer science and AI use for future-ready students. Check out this curated Digital Citizenship Resource Catalog to help you teach digital citizenship in your classroom.

Do you have great Digital Citizenship lessons you use in your classroom? Please share your ideas with us! Email Nicole Davis at nicole.davis@maine.gov

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NO AI

AI-ASSISTED IDEA GENERATION AND STRUCTURING

Description of AI USE

What

WHY

Application

Description of AI USE

What

WHY

Application

Students complete the task without AI assistance, relying entirely on their knowledge, understanding, and skills.

Work or learning without AI involvement.

Builds foundational skills, critical thinking, and ensures students rely on their own understanding and problem-solving.

Assign tasks like essays, math problems, or creative projects where students must demonstrate mastery of concepts without external tools.

AI can be used to brainstorm, structure, or generate ideas, but the final submission must be the student’s original work.

Brainstorming tools, idea organization, or templates provided by AI.

Encourages creativity and helps students overcome writer’s block or organizational challenges while retaining ownership.

Use AI tools like mind mapping for brainstorming or generating outlines for essays while ensuring students produce the final content independently.

RSU 16 MLTI/LTT AI Professional Development

Submitted by Nicole Davis (Maine DOE)

Educators received Artificial Intelligence: Fear to Inspiration session through a synchronous virtual session, with a recording for those who wanted to access it later. RSU 16 hosted a professional development opportunity where staff could choose their sessions and several offerings were AI-related sessions. The MLTI/LTT Team offered the following sessions:

• AI for Accessibility – Ensuring all students can access the curriculum.
• Future Ready Students -Cultivating AI Investigation – Separate sessions for PK-5 and 6-12, exploring how both staff and students can use AI responsibly.
• Creating Escape Rooms Using AI

Staff from RSU 16 offered other AI sessions including:

• Snorkl
• Quizziz
• Class Companion

LESSON PLANNING

Start with your Purpose: Before using AI, clearly define your lesson’s purpose and goals. Ask yourself:

• What do I want students to learn or achieve by the end of this lesson?
• How can AI support or enhance this purpose?

Using AI purposefully ensures that technology serves your purpose/pedagogy, not the other way around.

Tips for Lesson Planning with AI

• When using a Large Language Model (LLM) like ChatGPT, be sure to include specific details such as the grade level, amount of time for the lesson, overall student needs, and the content you want to cover. (The more specific you are, the better the output will be.)

• When working with an LLM, always start a new conversation, and don’t hesitate to engage in a back-and-forth dialogue with the system. Ask it to create the items it suggests, or request adjustments to refine its output.

• There are many ways to be creative with AI. For example, you can specify the materials you have available by saying, “I only have [list materials]; please create a lesson using only these.

• Remember, you are responsible for the output. Are you using AI ethically? Have you applied your expertise to check the content for accuracy, bias, and alignment with your original purpose? Ensure the final product meets your goals and reflects your intentions.

Not sure about LLM and prompting?... try one of these thought partners with Lesson planning tools:

**Remember to check and follow terms of service and privacy policies for the tools you use, and that they align with your district policies.

YOU ARE THE EXPERT!

You are the expert. You know your pedagogy, your content, and your students, so keep all of that in mind when using AI. You are in control when you use AI; you decide the final results and how it is applied.

Always keep the H.U.M.A.N. in the AI loop, and remember—you are the expert!

The Pareto Principle, or the 80-20 rule, has been around for a while and is a statistical principle that states 80% of results often come from approximately 20% of causes. One way educators can apply this principle is through the "Magic School" approach to the 80-20 rule: Use AI for the initial 80% of the work, but ensure you add your final touch. Review for bias and accuracy, and contextualize the output appropriately for the remaining 20%.

Carl Hooker - Check out his article about what AI can do.

• The AI tools, activities, and resources mentioned in this guide are intended as suggestions to enhance learning and productivity.

• These recommendations are provided for educational purposes only, and their inclusion does not constitute an endorsement of any particular tool, service, or book.

• Users are encouraged to review and assess the appropriateness of each resource for their specific needs and contexts.

• Always ensure the ethical use of AI is in line with privacy, security, and equitable practices, and check they align with your district policies.

I’m MARTIN, your Maine ARTificial INtelligence Guide on the Side.

Feeling lost or stuck? You can click on my image at any point in the toolkit to get helpful tips for what to do next. Remember to explore each page as you move through the guide. Many pages have several resources for you to explore. I'll be with you every step of the way!

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How Can I Prevent My Students from Using AI to Cheat? The fundamental strategies for preventing academic dishonesty haven’t changed—strong teaching practices and meaningful student relationships remain key. Teachers are experts in their students' abilities, analyzing their work daily. When educators are familiar with their students’ writing styles, thought processes, and developmental progress, they can often recognize when submitted work does not align with a student's typical performance. In the world of AI cheating has not increased, just the method in which they cheat has changed (see Stanford study below). Before addressing cheating, it’s important to consider why a student might resort to it. Cheating is often a symptom of deeper issues, such as academic pressure, fear of failure, lack of confidence, time constraints, or unclear expectations. Some students may not fully understand what constitutes cheating, especially with new AI tools. Others may feel overwhelmed and see AI as a quick fix rather than a support tool. By identifying the root cause—whether it’s stress, lack of skills, or external pressures—educators can provide guidance, resources, and support to help students succeed ethically. Beware of AI Detectors! These tools are unreliable and have been shown to disproportionately flag work from students who are neurodivergent thinkers and non-native English speakers. Instead of relying on detection tools, focus on assessment design to encourage authentic learning. Consider strategies such as: Assigning process-based work, including drafts and revisions. Incorporating in-class writing or verbal reflections. Using personalized and student-specific prompts. Encouraging AI as a learning tool rather than a shortcut—teaching students when and how AI can ethically support their work. By fostering a culture of integrity, critical thinking, and responsible AI use, educators can guide students toward ethical academic habits rather than simply trying to police AI-generated content.

Check out this study on AI and Cheating from Stanford University

Learn more about AI detectors in the section "AI & Academic Integrity"

DIGITAL LEADER ~ Grades 9-12

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Computer Scientist

Digital Citizen

AI Ready

Core Skills

• In-depth evaluation of tools

• Designing tech solutions

• Applying ethics to decision-making

• Program a chatbot in Python or JavaScript

• Explore cybersecurity principles through ethical hacking simulations

• Debate ethical dilemmas in tech (e.g., facial recognition). Check out this lesson from the MOOSE platform.

• Make healthy technolgy choices. Check out this Common Sense Media Lesson "The Health Effects of Screen Time"

• Develop a project that uses AI for real-world problems (e.g., predicting weather)

• Analyze the impact of AI on industries

Should I ban ChatGPT and Generative AI?Deciding whether to ban ChatGPT or other generative AI tools is ultimately a local decision made by the school district and stakeholders. However, it’s important to recognize that AI is already being integrated into many fields; from education and medicine to business and beyond. Schools might consider starting with a policy discussion to provide teachers with clear guidance on how AI can be used effectively in daily classroom settings. As AI becomes more embedded in various industries, students will need practical AI skills to remain competitive in the job market after graduation. Schools might choose to ban certain tools based on the terms of service and privacy policies. However finding tools that are appropriate for learning and integrating AI education responsibly will help students navigate and excel in a world where AI is increasingly prevalent.

Check out the "Policies and Best Practices" Section to learn more.

COMPUTATIONAL THINKER ~ Grades 6-8

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Computer Scientist

Digital Citizen

AI Ready

Core Skills

• Creating algorithms to solve problems

• Using logical thinking for debugging

• Recognizing relevant details

• Create a project on digital footprints and how patterns of behavior affect privacy. Check out this Common Sense Media lesson: "The Power of Digital Footprints"

• Role-play scenarios to solve ethical dilemmas

• Design a maze-solving program with Python or Blockly. Check out this lesson from a Maine educator, using the CS Carts

• Work on group projects to create step-by-step instructions for tasks. Check out this lesson from a Maine educator, using the CS Carts

• Train a basic AI model to classify images or sounds using Teachable Machine

• Explore ethical dilemmas in AI development (e.g., bias in datasets)

Maranacook MLTI/LTT AI Professional Development

Submitted by Nicole Davis (Maine DOE)

Maranacook educators kicked off their AI journey with a professional development session exploring how AI can be used by both teachers and students, along with the ethical considerations of AI tools. A follow-up session provided staff with dedicated time to learn, explore, and create with AI. These session covered topics such as:

• What is AI?
• Prompting skills
• Ethical considerations
• AI tools and productivity for educators
• Student Considerations PK-5
• Student Consideration 6-12

Follow up include working with tools such as:

• Magic School
• School AI
• Diffit

AI Integration at Falmouth Middle School

Submitted by Cathy PotterMS Tech Integrator

SUMMER AND FALL AI TRAININGIn August, FMS and FHS teachers participated in a full-day training titled "Partnering with AI in the Classroom,"featuring guest speakers Nicole Davis (Karod) and Kate Meyer. A SchoolAI trainer also demonstrated how to use SchoolAI Spaces with students. Following the training, staff reconvened for a follow-up session to share how they were integrating AI into their teaching.

BOOK STUDYIn early 2024, Falmouth Middle School social studies and science teachers met to discuss AI’s impact on education. The conversation centered around both excitement and concerns, with many expressing a desire to learn more. This led to the formation of a staff book club, bringing together 30 teachers, ed techs, and administrators. The group read and discussed The AI Roadmap by John Spencer, along with his blog posts on AI. Throughout four meetings in the spring of 2024, teachers explored AI’s role in education.

EXPANDING AI USE ACROSS SUBJECTSIn September, the tech integrator met with ELA teachers, introducing them to Brisk for targeted student feedback and Diffit for creating leveled articles and supplementary materials. Two 8th-grade ELA teachers also taught Common Sense Media lessons on AI ethics before introducing students to SchoolAI. Meanwhile, a number of Falmouth educators attended the ACTEM conference in Augusta, learning from multiple AI-focused sessions.

Check out Jon Spencers Blog Here

AI IN SOCIAL STUDIES AND SCHOOL POLICESSocial studies teachers showed interest in using AI to launch student research projects. Partnering with the tech integrator, they co-taught lessons on SchoolAI, guiding students in distinguishing ethical vs. unethical AI use for research. During the spring of 2024, administrators and tech integrators drafted AI academic integrity guidelines for the middle and high school student handbooks. Teacher leaders provided feedback on the academic integrity language to ensure clarity and effectiveness.

Check out Common Sense Media AI Lessons

Check out ACTEM and their fall conference

ON GOING PROFESSIONAL DEVELOPMENTIn November, FMS and FHS launched a seven-part AI professional development series for staff. Each session focused on a different aspect of AI, including Ethics, Accessibility, Assessment, and Prompt Engineering. MLTI Ambassadors presented at select sessions, enriching the discussions.

Additionally, the FMS tech integrator and the computer science/STEM teacher created digital citizenship standards that included AI competencies for students. Teachers had the opportunity to review these standards and identify where their instruction aligned with them, ensuring AI education was integrated across the curriculum.

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7. Pilot AI Projects

• Select specific areas to test AI solutions, such as:
• Teach productivity
• Ethical use by staff and students
• Evaluating specific tools and their effectiveness in helping in the classroom and schools.

• Monitor outcomes and gather feedback.

How Is AI Being Used in Current Jobs and Careers?AI is transforming the workforce by enhancing efficiency, automating repetitive tasks, and unlocking new opportunities for innovation. In the hands of skilled users, AI reduces the time required for routine work, allowing professionals to focus on higher-level thinking and creativity. AI is also creating entirely new job roles, such as Prompt Engineer, while reshaping existing careers across industries. It can analyze vast amounts of data in seconds, accelerating advancements in fields like medicine, climate research, finance, and education. For example, AI-driven medical diagnostics improve early disease detection, and AI-powered climate models help predict and mitigate environmental changes more effectively. Additionally, AI has the potential to empower small businesses by providing cost-effective solutions, such as automated customer support, marketing insights, and data-driven decision-making—services that might otherwise be inaccessible due to budget constraints. As AI continues to evolve, its role in the workforce will expand, making it essential for professionals to adapt and develop AI literacy to stay competitive in the job market.

FULL AI WITH HUMAN

Description of AI USE

What

WHY

Application

Students design creative projects like interactive stories, multimedia presentations, or coding challenges using AI as a partner while reflecting on the AI’s role in the process. Students evaluate and challenge outcomes to create new and innovative projects.

AI is used throughout the task as a co-pilot, with students collaborating with AI to generate original, creative solutions. The process should be reflected on.

Full integration of AI in projects, leveraging its collaborative and generative abilities.

Encourages innovative thinking, collaboration with technology, and reflective practices on ethical and creative AI usage.

ENGAGED LEARNER ~ Grades PK-2

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Computer Scientist

Digital Citizen

AI Ready

Core Skills

• Recognizing personal interests

• Relating learning to everyday experiences

• Making simple choices about their learning

• Discuss making kind and safe choices online using relatable stories. Check out Common Sense Media's lesson: "Putting a STOP to Online Meanness."

• Create a poster of "My Digital Superpowers."

• Discuss taking time for device-free moments. Check out this lesson from Common Sense Media.

• Use AI drawing tools (like DALL·E) to create pictures of personal interests.

• Teacher explores AI with students by asking questions to a chatbot about fun topics.

• The teacher uses an AI to generate songs to learn new concepts.

• Use coding apps like Scratch Jr. to create stories about their favorite activities.

• Explore sequencing in real-world tasks. Check out this lesson from a Maine educator, using the CS Carts.

• Teach computer science concepts to students to engage them in tehcnology.

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The Maine Department of Education approaches new technologies using an asset-based lens. We know that technology, once adopted by the masses, becomes a part of education. Technology prohibitions prevent students from learning critical skills to function in today’s technology-enriched society and do not prepare them for the reality they will face as they move beyond their primary education. Recognizing this, Maine DOE focuses its efforts on exploring the impact of technology on individuals and groups to assess how to best support the healthy and safe use of it. From providing guidance on digital well-being to exploring what skills students need to be prepared for upcoming advancements in technology, there are overarching skills that are both necessary and relevant to all technology use; by focusing on these foundational principles, the Department works to ensure that all students and educators are equipped and prepared to effectively engage with technology as it changes and develops. This AI Guidance Toolkit is designed to empower the confident integration of AI tools and foundational knowledge in Maine classrooms, preparing our students to thrive in an AI-influenced world. This toolkit is designed to help empower schools to make informed decisions about AI in education technology and contains critical information for anyone engaging with AI that sets foundational understandings for effective integration of AI in education and beyond.

Prompting with ROBOT

Bringing it all together: A Prompting Demo

Check back soon to see a video of a prompting Demo

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Will AI replace me?No! AI will not replace educators, remember AI cannot care for students, motivate them to learn, or be empathetic. Instead, it can serve as a valuable tool to help ease some of the stress teachers experience in today’s challenging educational climate. Teacher burnout is a real issue, and the skilled and purposeful use of AI has the potential to reduce workload and support efficiency. However, as schools look to the future, AI literacy may become an important skill for educators. Possessing AI-related knowledge and expertise could give candidates a competitive edge in the hiring process. Rather than replacing teachers, AI can empower them to focus on what they do best: engaging, inspiring, and supporting students.

Check out the resources in the "AI for Teaching" section to learn more.

EFFECTIVE COLLABORATOR ~ Grades 3-5

Remember when we weave together digital citizenship, computer science and AI we create a generation of students who have a deep understanding of the need for ethical, informed, and capable technology users and creators. They can navigate the digital world responsibly using skills that will shape future technologies.

Computer Scientist

Digital Citizen

AI Ready

Core Skills

• Sharing tasks equitably

• Respecting diverse opinions

• Resolving simple conflicts through discussion

• Create digital posters on teamwork rules for online group projects.

• Use collaborative platforms like Google Docs for group work.

• Build a coding project in small groups with defined roles.

• Use block coding to create a game collaboratively.

• Train Teachable Machine in groups to recognize objects.

• Teacher demonstrates use of an AI tool to brainstorm ideas.

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What Tools Are Being Used in Maine?Currently, four tools are popular in Maine:

• Magic School
• School AI
• Diffit
• Brisk Teaching
• Canva

A common question is: Which tool should I pick? The answer depends on your purpose. Take the time to explore each of these tools, evaluating their data collection policies, terms of service, and usability. Then, make an informed decision about whether one of these—or another tool—might be the best fit for your school or district.

Check out more information on Data in the section "Student Data Privacy"

I’m MARTIN, your Maine ARTificial INtelligence Guide on the Side.

Feeling lost or stuck? You can click on my image at any point in the toolkit to get helpful tips for what to do next. Remember to explore each page as you move through the guide. Many pages have several resources for you to explore. I'll be with you every step of the way!

DEEP LEARNING

Deep Learning is a complex form of Machine Learning that functions using simulated neural networks. These networks act in a similar way to the human brain by processing data and creating patterns for decision-making. Using large amounts of data and complex algorithms, these networks, like our brains, improve their performance over time.

Check out this article that discusses Deep Learning (DL)

NEURAL NETWORKS

NATURAL LANGUAGE PROCESSING

Click here for a list of significant ways DL is being used today.

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Sanford MLTI/LTT AI Professional Development

Submitted by Nicole Davis (Maine DOE)

Staff in Sanford Schools participated in a synchronous remote professional development session titled Artificial Intelligence: From Fear to Inspiration. This session was recorded to allow educators to access it asynchronously as needed. In fall 2024, the Director of Curriculum collaborated with the MLTI/LTT team to design a professional development session, which she then facilitated. Staff also participated in a session titled Future-Ready Students: Cultivating AI Investigation. Topics Covered:

• What is AI?
• Prompting skills
• Ethical considerations
• AI tools and productivity for educators
• Student ethical and responsible AI use

Educators also had dedicated time to explore AI tools that enhance teacher efficiency and student engagement.

Challenges

Staff Adaptability to Emerging Technologies Challenge: Teachers may struggle to keep up with rapidly changing technology, including AI, and be overwhelmed with another change. Opportunity: When staff are supported, they can integrate technology effectively to improve instruction and efficiency.

Data Privacy amd Security Challenge: Ensuring student and staff data is protected while using digital tools and AI. Opportunity: Implementing strong data privacy measures builds trust and promotes responsible digital citizenship. This is also an opportunity to update existing technology practices. Possible Solution: Establish clear policies, provide training for staff and students, and use vetted, privacy-compliant educational technology. Check out the "Student Data Privacy" section.

Student Adaptability and Readiness Challenge: Not all students have the same level of comfort or readiness with new technologies. Opportunity: Differentiated instruction and technology use can personalize learning and improve engagement. Possible Solution: Provide scaffolded learning experiences, student tech ambassadors, and structured digital literacy programs. Check out Common Sense Media, which is a great resource for digital citizenship.

Possible Solution: Offer ongoing professional development, and mentorship programs, and create a tech leadership team to guide implementation. Start small and show ways in which AI can help. Use the "Teaching and Learning" section to help guide use.

Equity & Access to Technology Challenge: Not all students have equal access to devices, internet, and digital resources. Opportunity: Closing the digital divide ensures that all students have equal learning opportunities. Possible Solution: Partner with MLTI for one-to-one device programs, or collaborate with community partners to expand access. Check out the MLTI program to learn more about 1-to-1 devices.

Limitations in Funding for Technology & AI Integration Challenge: Budget constraints limit the ability to implement new technologies at scale. Opportunity: Strategic investments and partnerships can maximize impact without overspending. Possible Solution: Seek grants, and utilize tools that have a free version (always checking what data is being collected and aligns with district policies).

Balancing AI & Human-Centered Learning Challenge: Over-reliance on AI tools may reduce critical thinking and interpersonal skills. Opportunity: AI can enhance, rather than replace, human instruction and creativity. Actively teach AI Literacy to help keep the human in the loop.

Possible Solution: Use AI as a co-pilot in learning, focus on ethical AI use, and encourage students to critically evaluate AI-generated content. Check out the "Ethics and AI" section to learn more about keeping the Human in the loop.

This was adapted from ALL4Ed, Check out their website to see more about Challenges and Demystifying AI.

TEST FOR SELF-IMPROVEMENT

Ask the AI to rate its response, identify areas for improvement, and revise accordingly.

EXAMPLES:

• Rate your response from 1-10. Include your reason for this rating.

• Analyze your explanation for logical fallacies. Identify one area for improvement in clarity, especially for students new to critical thinking.

• Suggest one way to make your suggestion more engaging for 12-year-old students.

9. Evaluate and Refine

• Regularly review the effectiveness of the AI task force and its initiatives.

• Adjust goals, policies, or tools based on feedback and new developments in AI.