Page 663 - AI for Good Innovate for Impact

AI for Good Innovate for Impact

• REQ-05: It is critical that we have teacher training on using AI-powered creative tools

4 Sequence Diagram 4.7: Education

5 References

[1] ALIGN Programme. (2024). Whose hands on our education? Advancing learning and
innovation on gender norms. ALIGN. Retrieved from https:// www .alignplatform .org Britten,
J. (2024). AI responsible use guidelines. Team4Tech. [PDF file].

[2] Britten, J. (2024). Rubric for selecting AI tools. Team4Tech. [PDF file].

[3] Brynjolfsson, E., & McAfee, A. (2014). The second machine age: Work, progress, and
prosperity in a time of brilliant technologies. W.W. Norton & Company.

[4] Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and
implications for teaching and learning. Center for Curriculum Redesign.

[5] Oyelere, S. S., Sanusi, I. T., Agbo, F. J., Oyelere, A. S., Omidiora, J. O., Adewumi, A. E., &
Ogbebor, C. (2022). Artificial intelligence in African schools: Towards a contextualized approach.
IEEE Xplore. Retrieved from https:// ieeexplore .ieee .org/ abstract/ document/ 9766550

[6] OpenAI. (2024). Teaching with AI: Practical strategies for educators. Retrieved from https://
openai .com

OECD. (2021). Artificial intelligence in society. OECD Publishing. https:// doi .org/ 10 .1787/
5dc77ac0 -en

[7] Romero, M., & Urmeneta, A. (2024). Creative applications of artificial intelligence in
education.

[8] UNESCO. (2024). Generative AI in low- and middle-income countries: Potential and
challenges. UNESCO. Retrieved from https:// www .unesco .org/ digital -learning -week

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