How to use this book

Who this book is for

This book is for those who use AI in classrooms and lecture halls. The primary readers are elementary, middle, and high school teachers who create instructional materials with AI; teachers and university faculty who use AI-assisted tools for grading constructed-response answers or providing feedback; personnel who establish AI usage policies for schools, private academies, and corporate education; and educational institution administrators reviewing edtech adoption.

The judgments these readers commonly make are narrower and more concrete than one might think: "Can I distribute this worksheet as is?", "Can I enter this score into grade records?", "Can I feed this student's writing into that tool?", "Can this report be regarded as cheating?", and "Can I make this service available to all students across the school?". Over five chapters, this book teaches how to answer these five questions.

An understanding at the level of AIDAN's introductory course, White Belt (AI Fundamentals)—that is, a sense that generative AI generates sentences probabilistically and can be plausibly wrong—along with educational field experience is sufficient. Statutory provisions have their terms explained each time they first appear so that even first-time readers can follow along.

Upon completing this book, you should be able to directly create an AI instructional material review checklist, an assignment-by-assignment AI allowance level guide, an AI grading operational procedure manual, a student data processing checklist, and an institutional adoption and inspection plan. Two hands-on tasks in each chapter lead you to produce these deliverables directly.

General curriculum development, edtech product development, and legal advice on individual disciplinary cases are outside the scope of this course.

How this book is organized

The main body consists of five chapters in the same order as the exam domains. Chapter 1 deals with creating instructional materials, Chapter 2 with evaluating students, Chapter 3 with handling student information, Chapter 4 with establishing rules for students' AI use, and Chapter 5 with adopting and operating AI across an institution. Principles learned in preceding chapters are woven to be reused in subsequent chapters. For example, the principle in Chapter 1 that "facts given by AI are clues, not sources" reappears in the citation rules of Chapter 4 and tutor operations of Chapter 5.

Each chapter consists of ten sections: Learning objectives, Introduction, Key concepts, Going deeper (trade-offs and edge cases), At work (fictional cases that even show discarded options), Common mistakes, Summary at a glance, Check the official docs, Self-check (explanations in Appendix B), and Hands-on tasks.

The appendices contain a glossary (A), Self-check explanations (B), an exam-day guide (C), and a list of official documents cited in this book (D). We recommend reading through in chapter order initially, and when reviewing, starting with the "Summary at a glance" and "Common mistakes" sections of each chapter.

The exam at a glance

Teaching with AI (AED) is a Specialty course. The Specialty exam consists of 35 questions to be completed in 60 minutes, and a raw score of 75 points or higher is a pass. The free practice set consists of 10 questions for 25 minutes.

Statutory questions are based on statutes in force at the time of the exam. The schools, private academies, and companies appearing in the questions are all fictional names, and for questions where terms of service determine the conclusion, the relevant terms are provided within the question.

What the questions look like

Questions appear in five formats. Most first present a fictional school or institutional situation, then ask for the most appropriate judgment or measure in that situation.

There is one unique feature to the single-choice questions in this course: The same five options reappear in different situations, and the correct answer differs by situation. "The teacher finalizes all scores" is the correct answer for a performance assessment reflected in grades, but it is an excessive choice for unrecorded end-of-class practice problems. "Obtaining guardian permission" is the correct answer when terms of service require permission for those under 18 years of age, but it cannot be the answer when terms entirely bar use by children under 13. Therefore, tricks such as choosing "the safest-looking option" or "the most generic model answer" do not work. Every single condition in the situation changes the correct answer.

Incorrect options are usually created in four ways. First, mistaking consensus for truth ("The answers from three AI systems match, so it is correct"). Second, judging an individual by the average ("The class average is the same, so the grading is correct"). Third, importing the correct answer from a different situation (applying university remuneration rules to a middle school). Fourth, responding more heavily or lightly than necessary (suspending use across an entire grade level over a single typo; merely waiting for a vendor report upon personal information exposure). The "Common mistakes" section in each chapter organizes these types chapter by chapter.

Six-week study plan

This plan is designed based on 40–60 minutes per day, 5 days per week. If you have extensive field experience, you may combine Weeks 1 and 2. At the end of each week, there must be a tangible deliverable left in your hands.

Notation and sources

Statutory citation. Statutory articles are written in forms such as "Article 31, Paragraph 2," and presidential enforcement decrees as "Enforcement Decree Article 23, Paragraph 2." When citing multiple laws within the same chapter, the name of the law is attached. The articles in Chapter 2 are primarily from the AI Basic Act, and those in Chapter 3 are primarily from the Personal Information Protection Act (PIPA).

Verb strength. Verbs in statutory sentences indicate the strength of the obligation.

Legal status of schools. The AI Basic Act is a law that establishes the obligations of AI business entities. If an edtech company provides products or services using AI provided by another development business, it falls under the category of an AI user business; however, whether and under what circumstances a school or office of education becomes a business entity depends on factual circumstances. When explaining school decisions, this book does not assert that "the law imposes such obligations on schools," but rather applies the principles demanded by the law (human management and supervision, explanation, transparency) as operational standards for schools.

AI services. Names and features of specific services are written only when verified through official documentation, and prices and pricing tiers are not covered. Most services appearing in the questions and practical scenarios are fictional services with predefined terms of service.

Fictional organizations. The schools, private academies, companies, and institutions in the text are all fictional names.

Callout boxes. NOTE provides supplementary context, TIP highlights key points to remember, WARNING indicates areas prone to mishaps, and EXAMPLE presents tasks to try firsthand.