Video & Transcript : 'AI literacy' :

Page 10 of 297
FL

Florida 2026 5th Special Session

Education Pre-K - 12 Oct 15th, 2025

Transcript Highlights:
  • And so we start with what we call AI literacy.
  • And so we start with what we call AI literacy.
  • literacy and AI readiness into teacher preparation courses.
  • But I think this part of the AI literacy and AI readiness that's really important is the kind of conversations
  • And so we have a whole pathway on how we teach AI literacy to our students.
Summary: The Committee on Education Pre-K through 12 held a panel discussion on artificial intelligence in K-12 education. Dr. Maya Israel of the University of Florida gave an overview of AI literacy, emphasizing that AI can support personalized learning, school operations, and teacher efficiency, but also raises concerns about data privacy, overreliance, mental health, and the need for human oversight. She described the Florida K-12 AI Task Force, which has produced guidance on policy, ethics, privacy, cybersecurity, classroom integration, and professional development, and is now working on district surveys, webinars, case studies, and teacher/family resources. Superintendents Van Ayers of Hillsborough County and Kevin Hendrick of Pinellas County described district-level implementation. Hillsborough outlined a governance council, a district AI policy, and an implementation guide; it prohibits generative AI for students below eighth grade, allows limited use for older students with teacher permission and district-vetted tools, and uses models for classroom AI expectations. The district also reported growing student enrollment in AI courses, teacher training through summer academies and quick learns, and pilots with tools such as Magic School and Microsoft Copilot. Pinellas emphasized academic integrity, student data privacy, digital responsibility, and the importance of human interaction in learning; it said state assessments already limit technology use and that districts need clear governance and parent transparency. Committee members asked about whether AI improves academic performance, the risk of student dependence, the possibility of returning to more paper-based testing, and who should set guardrails. Witnesses said reliable achievement data is still limited because the technology is new, though districts reported anecdotal gains in tutoring and early literacy. They also said there is no established statewide baseline for teacher AI training yet, so districts are using professional development, stipends, and partnerships with universities to build capacity. The committee also heard from Drew Andrew of FSU’s Inspire program, who argued that industry is moving faster than schools and that education should focus on teaching how AI works, building teacher confidence, and aligning training with workforce needs. No bills were considered and the meeting ended with a motion to adjourn, which was adopted.
WA
Transcript Highlights:
  • We most recently developed a statewide equivalency framework for AI literacy, which is a lot of...
  • literacy which is a lot of Developed a statewide equivalency framework for AI literacy, which is aligned
  • Both are AI literacy courses. We have two new CIP codes that we have adopted.
  • And then as they develop toward middle school, we're really thinking more about AI literacy with the
  • Peninsula is building a nimble, scalable model that pairs AI literacy with real career pathways.
Summary: The committee met to hear an overview of Washington’s alternative learning experience (ALE) programs and then an update on artificial intelligence in schools. OSPI’s Anissa Sherritt explained that ALE is a course-level funding designation for instruction that occurs partly or wholly away from the traditional seat-time model, with online, site-based, and remote course types. She emphasized that ALE is still basic education, subject to the same public school requirements, and that OSPI provides technical assistance, annual reporting review, and program reviews. Representatives from several programs described different models: Washington Virtual Academy (a large online ALE operated through Omak School District and partnered with for-profit Stride), Columbia Virtual Academy in Valley School District (a district-run, nonprofit online/remote program), Pearl in Quilcene (a K-8 remote parent partnership program), and River Home Link in Battleground (a site-based hybrid program). They discussed student supports, special education, enrichment, family choice, transportation, and how they measure outcomes. Members asked for follow-up information on funding, demographics, racial and ethnic data, multilingual learners, and post-graduation outcomes, and OSPI agreed to provide additional data where available. The committee then heard from OSPI and several districts about AI guidance and implementation. OSPI’s Holly Ryan Calloway described the agency’s human-centered AI framework, three guidance documents for schools, statewide professional learning, an AI innovation summit, and new AI literacy and informatics course frameworks and CIP codes. Quincy School District described a multi-year effort to integrate AI by centering student needs, creating district policy and classroom guidance, and training teachers to use AI responsibly while building an AI readiness plan from elementary through high school. Peninsula School District described its AI action research team, teacher professional learning, and classroom uses of generative AI to support science instruction, communication, and prompt engineering, while stressing that AI should enhance rather than replace learning. Members raised questions about privacy, energy and water use, prompt engineering, workforce and university connections, and the need for clear standards and ongoing educator training. No votes were taken.
HI

Hawaii 2025 Regular Session

HED/EDN Joint Info Briefing - Wed Jan 29, 2025 @ 2:00 PM HST

Hawaii House Floor Meeting

Transcript Highlights:
  • One of the projects that we did was a little bit of AI literacy, right?
  • </c><00:19:26.720><c> literacy</c><00:19:27.240><c> right</c><00:19:27.360><c> just</c> bit of the AI
  • literacy right just bit of the AI literacy right just teaching<00:19:27.919><c> them</c><00:19:28.159
  • </c><00:43:45.800><c> literacy</c> our teachers and that's the AI literacy our teachers and that's the
  • AI literacy in-person<00:43:47.119><c> training</c><00:43:48.119><c> handout</c><00:43:48.920><c> so
NM
Transcript Highlights:
  • structured literacy.
  • It is a literacy piece and training teachers on how to understand the whys behind literacy and why it's
  • You know, so enough said about, about the balanced literacy versus structured literacy.
  • I, my concern here is that I think AI, um, with AI agents coming out, uh, you can basically they can
  • For the last 4 years, we have put money specifically in the budget for early literacy, structured literacy
HI

Hawaii 2026 Regular Session

Room 016 Conference AM - 04-28-2026

Hawaii Senate Floor Meeting

Transcript Highlights:
  • At the top of the agenda, we have HB 2137 relating to AI.
  • working off of SD2, is to prohibit certain harmful uses of realistic digital imitations generated by AI
  • working off of SD2, is to prohibit certain harmful uses of realistic digital imitations generated by AI
  • Certain harmful uses of realistic digital imitations generated by AI, establish certain exemptions, provide
  • for civil actions and civil remedies for individuals injured by unauthorized AI-generated realistic