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Policy assessment - Coggle Diagram
Policy assessment
Section A - find focus
within last 5 years, educational initiative by provincial government, digital tech (personal device, online learning, digital lteracy),s
AI literacy
Alberta government partnering with Amii, 3-years, $2.7M investment to support development of AI Learning Kits for teachers
actual educational concern, why does it matter, who is affect, how are they effected,
target - K-12 students and their teachers in province with access to AI.
why - build foundational digital literacy, promote ethical use, and prepare k12 students/efucators for a changing workforce
educational concern - managing rapid, unregulated, tech adoption while protecting academic integrity, data privacy
how are they impacted - widespread unreg student use of genAI, decline in foundationa skills and academic integrity
students in rural community/disapbility/families with limited digital accesibility (specific population). actual consequences (digital access -> how it impacts learning), assumptions (beliefs connecting proposed action to intended outcome), data (collected evidence to justify approch) , goals (hopes toachieve), strategies (action to be taken).
al - data -
Amii’s K-12 Program Impact to Date
127,000+ students impacted across Canada
5,000 teachers trained
1,500+ teachers actively using Amii resources
975 schools reached
81 school boards reached
al - goals - amii - support educators with world class training to make alberta students AI-confident to become a workforce.
Demetrios Nicolaides - MEnChildcare, Gov of Alberta - provide safe, responsible, age app AI education with clear expectation for privacy, security and academic integrity.
al - assumption - students know how to use AI, but teachers are uneducated, thus building foundational literacy is important
al - strategy - provide world-class training and resources to teachers to leadthe AI conversation
Safe and ethica integration - how to incorporate AI in privacy, secirty, academics
collaborative development - gov and amii engage with business and education partners to make sure kit meets practcal needs of future workforce.(
https://www.amii.ca/updates-insights/amii-partners-with-alberta-government-to-bring-ai-literacy-to-k-12-classrooms
)
https://www.canada.ca/en/innovation-science-economic-development/news/2026/09/government-of-canada-launches-national-ai-literacy-initiative.html
https://ised-isde.canada.ca/site/ised/en/ai-literacy-building-knowledge-and-skills-canadians
al - consequence - teach students how genAI operates, prepares the for future careers and help spot misinfo
Unstated assumption - interpretation. operational report (who is acting), A
APA7 figure 1 table (highlight key similairties and differences, affected groups, strategies,etc), cite info! written discussion to explain significance of most important similarities and differences (if more implementation support, effectiveness of policy in practice)
ai literacy implementation in british columbia and amii alberta education on students table
British columbia
https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/program-management/ai-in-education
strategy - assist school boards, teachers to, students to formulate local procedures and pplicies, teach AI concepts and related digital literacy skills in classroom, role of AI i child's educationn. support resonsible and safe use of AI in studnets learning beh.
assumption - education is relational. AI cannot replace integral role of human connections in learning process. AI as complements to human process
goal - develop human centered approach to prioritze meaninful learning expereince while educating the ethical, responsinle, safe use of AI
seven categories to examine a proposed service: ethical uses; needs and impacts; accessibility and usability; integration and compatibility; data security and privacy; teaching and learning; and inclusive learning.
https://learningcoach.net/learning-coach-articles/ai-canadian-schools-bc-alberta-ontario-policy-comparison
https://www.ctf-fce.ca/national-ai-literacy-initiative/
Section C - assessment
make evidence based argument of Which province has stronger approach.
explain criteria to ake judgement (effectiveness, equity, accesibility, feasability), apply to both initatives.
strengths and potetnial downfalls of both provinves.
al - training or tools for them as a teacher to use to help in identifying students using AI.”
There are significant concerns with AI use in education—primarily, that these tools will diminish student ability to critically think, read, write and analyze material. And anyone who’s used AI knows it can present factually incorrect or biased information.
https://www.fraserinstitute.org/commentary/alberta-teachers-face-rise-ai-without-training-or-policy-guidance
BC -
What B.C.'s guidance does and does not establish
A ministry guidance document can shape high-quality decisions, but it should not be described as seven new statutory duties or as universal approval for every commercial chatbot. Teachers must still check the current district or school rules and relevant legislation.
B.C.'s distinctive contribution is an explicit structure for reviewing the educational, human and technical consequences together. A tool can be engaging and still be a poor choice if it compromises privacy or bypasses an important learning process. Equally, a tool can save staff time without improving student learning; those are two different claims requiring different evidence.
https://www.cbc.ca/news/canada/british-columbia/ai-b-c-schools-9.7225542
refer to three annotated articiles + additional research.
political, economic, social realitites (stakehooder responses, funding, teacher workload, access to tech, diff in student needs), how this factor could affect implementation.
connect to topics discussed in class, how it helps interpret policy feature.
how success of prefered initiative sould be measured, identify evidence that demonstrate progress towards stated goal, how to collect data over a set time period (eg. student engagement - changes in engagement, outcomes differ across student groups or unintended consequences)
Section B - research
3 peer reviewed, diff journal research article. use ERIC.
evaluate the issues, strategies being proposed, implications for effected students.
APA reference and annotation. (studies purpose, methods, main findings in a connected narratie and relevance to chosen initiative, limitation which can affect implication or application.
Analysis - why similarities and differences matter, how well approaches align wit resarch, what decision may impact communicty