Blog Post #5

     I tried to craft my website (QR below) in strict accordance with the CRAP principles of design, and they were on my mind all throughout my designing of it. While, due to having used Weebly in the past, I don't know how much I learned skill-wise, I definitely viewed the website creation process differently due to knowing about these design philosophies, and they had me thinking more deeply about certain things like how similar all of my pages looked to one another or how much space I left between images and proper text. Due to this, I felt comfortable to make one page, namely my About page, break this philosophy a bit as I wanted it to stand out amongst the rest and show that it was a departure from the educational topics of all the others. In the future, I believe that having this deeper eye for design will help me craft even more professional looking websites than even the one I made for the assignment as my skills continue to develop and grow.   

    I could see an interesting activity planned utilizing QR codes to create a "class museum" of sorts with different QR stations located throughout the room with links to different sites and articles. Assuming a school has access to laptops with a camera function or that all students have a phone, which I feel a majority do nowadays, students could scan QR codes and then analyze the articles that they link to in groups. After a certain amount of time, the groups could rotate to the next QR station and begin the process again, steadily growing better at article analysis as the lesson unfolds. Then, at the end, the class could come together to discuss as a whole with each QR code displayed on the projector for easy following along as the discussion unfolds.

Ethical Concern: Ensuring Fairness and Accuracy 

AI may produce inaccurate or biased information, especially if it draws on faulty or outdated sources. Teachers should double-check AI-generated content to ensure it aligns with accurate knowledge and standards. This is especially important for subjects where accuracy is critical, like science or history. Teachers should also look for any biases in the AI’s responses, as AI may unintentionally reinforce stereotypes or favoritism. Example: Before using AI-generated quiz questions, teachers should review them for errors or biased language that could unfairly represent a topic or group. 

       This excerpt from our lesson about Ethics and AI shows just how fickle AI is ethically when utilized as a tool, and how it isn't an end all be all for teacher productivity. For many people, AI has become akin to Google search with Chat GPT and other similar programs basically replacing traditional internet navigation. However, the problem listed above, the discrepancies that could be found in both bias and accuracy of information, is one that is hard to address and provide a definitive solution for. The primary solution I could posit is to simply regulate one's AI usage when planning lessons as a teacher, and don't use it as a cheat sheet for teaching. As a teacher, I'd imagine that one is well-versed in the topic they're teaching, so it'd be simple to just fact check AI generated solutions; however, then this would actually likely hinder productivity instead of help it, turning an AI generated response into no more than another assignment to grade rather than a productivity enhancer. The only feasible solution to this is to only use this potential tool in aspects of teaching where neither bias nor accuracy is able to be implanted: like creating outlines for lessons, but without any answers filled in or expected. This would solve the ethical conundrum presented above.