The Center on Reinventing Public Education (CRPE) is at the forefront of understanding how school districts are implementing AI technologies and addressing critical gaps in teacher preparedness. Their research explores the complex landscape of AI adoption in schools, revealing both innovative approaches and big challenges in integrating these emerging technologies into teaching and learning.
As generative artificial intelligence has begun to impact the educational landscape, the Center on Reinventing Public Education (CRPE) has emerged as a leading voice in understanding and guiding AI adoption in schools. Their recent research has shed light on how early-adopter school districts are implementing AI technologies and the challenges they face. From teacher-centered AI tools to professional development initiatives, CRPE's findings reveal a diverse range of approaches being taken by forward-thinking districts across the US.
CRPE's work has also explored significant gaps in AI readiness, particularly in teacher preparation programs. Their study of U.S. teachers colleges indicates a concerning lag in AI training for future educators, raising critical questions about how well-equipped the next generation of teachers will be to navigate an AI-infused education system. As schools grapple with the opportunities and challenges presented by AI, CRPE's research prompts important discussions about policy development, ethical considerations, and the future of teaching and learning in a post-ChatGPT world.
More about our guests and their work below the video
https://youtu.be/J7HAxlNbgYc
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Michael Berardino is a Senior Research Analyst at the Center on Reinventing Public Education. Michael’s prior research focuses on issues of equity in public education policy, with a concentration on racial equity and Multilingual Learners and creating more equitable and inclusive assessment and instructional practices. Before joining CRPE, Michael was a Senior Research Associate at the Center for Collaborative Education, studying the development of alternative assessment and accountability systems and innovative high school practices promoting post-secondary educational success. Michael has a PhD in Public Policy from the University of Massachusetts Boston and a BA in Government from Georgetown University.
Steven Weiner is a research analyst at the Center on Reinventing Public Education, where he brings an interdisciplinary lens to understanding transformative change within educational systems. His previous research has leveraged elements of organizational theory, design studies, learning sciences, and foresight methodologies to explore the institutional challenges schools face when adopting innovative educational practices. As a doctoral student, Steven received the National Science Foundation’s Graduate Research Fellowship and was named a University Innovation Fellow by the Hasso Plattner Institute of Design at Stanford University. Steven began his career as a high school physics teacher and later helped envision, design, and run a community-centered educational makerspace at a major US science center. Steven holds a BA in Classical Studies from the University of Florida and a PhD from Arizona State University’s College of Global Futures.
