Three key takeaways from Storypark’s artificial intelligence in ECE webinar

Storypark recently hosted a webinar exploring artificial intelligence (AI) and early childhood education (ECE), with Katie Dowle, Storypark’s Chief Customer Officer and Sharon Carlson, Head of Pedagogy in an engaging conversation covering: 

 

• The fundamentals and applications of AI in the early childhood sector
• What the sector needs to know about privacy and security
• Understanding responsible AI practices in ECE
• Further resources to get started

 

Katie and Sharon based their webinar on discussions they have been having with a diverse group of educators and leaders about the use of AI in ECE as well as engaging with AI tools themselves. Their personal insights, research and informed conversations across the sector led to a really engaging and interesting webinar.

 

Educators and leaders who attended the session found it thought provoking and engaging, sharing their feedback, after which Storypark highlighted three key takeaways from the session, which are outlined below. 

 

AI isn’t robot teachers and magic, and it’s being used in ECE settings today

 

Current visual representations of AI as ‘magic’ or ‘robot teachers’ contribute to a both scary and inaccurate picture of what it actually is, particularly in terms of how it’s being used in the sector today.

 

When used responsibly, Katie and Sharon said, there is real potential for AI to assist teaching teams to feel more confident in their documentation, explore new ideas, and enhance feedback loops.

 

Katie noted how responsible use is defined by continuing to acknowledge how important each educator’s professional intuition and insight is, emphasising that when it comes to documentation “we shouldn’t leave the entirety of it up to any tool!”

The most widely used applications of generative AI tools in ECE (which are starting to become part of some educators’ daily practice already) are not too dissimilar from tools that we might already be familiar with like Google Translate and Grammarly.

Some ECE services are allowing educators to experiment with different AI tools, while others have a total lockdown on the use of AI tools. 

 

Every service, Sharon said, needs to consider their unique setting to know what approach will work for them. 

 

“Responsible AI practices in early childhood education should be non-negotiable,” she said.

 

“From there, teams can really harness the benefits of AI without diminishing their professional insight or compromising children’s data.”

 

AI literacy and leaning on educators’ professional intuition and knowledge are both important

 

Being AI literate, the pair explained, is more than simply knowing the basics about how the technology works or understanding relevant terms such as large language model or machine learning. 

 

Literacy involves knowing the uses of AI in the early education sector and being aware of the ethical considerations involved with its use, particularly in regard to our work with young children.

AI literacy should also focus on developing skills to critically evaluate information and content generated by AI, as well as to identify misinformation. Educators should also know how to use AI in safe, ethical, and responsible ways. 

 

The webinar touched on some great initiatives that encompass responsible use including involving teaching teams and families in decisions and learning about privacy and security.

Katie noted that although privacy and security concerns may be considered as a part of the procurement process that you carry out for any tool – with regards to AI, these considerations are very helpful for all educators and leaders to engage with and regularly keep in mind at a centre and individual level as well.

 

There are clear steps for ECE services asking themselves ‘where to from here?’ regarding AI

 

For those services wondering ‘what’s next?’ and ‘where to from here?’ Sharon advises beginning with both transparency and a whole community approach. 

 

“An AI policy puts your intent to use AI tools to support and promote children’s learning in one place and becomes a clear guide and useful resource for management, educators and families,” she explained.

 

“Seek to understand and articulate how the use of AI tools fits within your service’s unique values, philosophy and culture. Focus on how and why the tools are being used in your setting, not only introducing which AI tools you’ve selected.”

 

From there services should evaluate any tools chosen by considering their purpose first. 

 

“Decide what you want for your educators, what they need help with and then find the tool that is fit for that purpose,” she said. 

 

Some attendees were concerned about how the use of AI tools may change educators’ approach and/or involvement in documentation. 

 

Here, Sharon advises services to “look for tools that will enable you and your team to use AI thoughtfully as a complement to, not a replacement for, your expertise.” 

 

“Do your own assessment of the various AI options out there and look for a tool that matches your purpose, one that continues to honour teacher’s and children’s authenticity.”

 

As AI develops and the number of available tools grows each day, Katie and Sharon said services should seek out professional development opportunities and stay up to date. 

 

“Your team will have differing levels of knowledge, comfort and familiarity,” they shared.

 

“Consider using a framework like the Concerns-Based Approach Model to ensure no one feels left behind. Like many digital tools, AI is changing and evolving, so continue to seek out learning opportunities even if you have an understanding of how it works now.”

Head over to the complete webinar to understand more about the use of AI tools in ECE and where to begin. This includes an exclusive preview of Storypark AI and the tools the team is creating to support educators.