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Create Your Own AI-Illustrated Children’s Book

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Session description

Ready to dive into AI but not sure where to start? Join this welcoming, entry-level session where you’ll explore how easy it is to use AI to create your own children’s book! You’ll leave with a completed draft and tips on how to bring AI creativity to your classroom.

Outline

Outline:
Introduction (15 min): AI basics for beginners.
Engagement: Generate fun and simple AI story prompts.
Lahaina Workshop Story (15 min): How students used AI to tell their own stories after the Lahaina Wildfire.
Engagement: Reflect on the impact of personal student stories.
Mini Book Project (50 min): Hands-on experience creating an AI-powered book.
Idea Generation: Easy prompts for AI-driven storytelling.
Image Creation: Quick and fun AI-generated illustrations.
Book Projects: Combine text and images into a storybook draft.
Engagement: Share and celebrate the stories created.
Wrap-up (10 min): Simple steps to bring AI storytelling to your students.

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Supporting research

Hands-on training empowers teachers to integrate AI tools effectively in their classrooms, allowing them to model these technologies for students. Research highlights that experiential learning, especially with new technologies like AI, enhances teacher confidence and competence (Sharma, 2024). Studies on AI in education emphasize that hands-on engagement helps teachers grasp both the technical and pedagogical aspects, making them better equipped to guide students in using AI creatively (Lee et al., 2022).
AI literacy requires a balance of technical proficiency and creative application. By allowing teachers to engage with AI tools directly, professional development programs provide educators with the confidence to implement these tools meaningfully (Sharma, 2024). This is particularly crucial for supporting personalized learning and storytelling in the classroom, as AI enables students to tell stories through personalized content creation and data-driven creativity (Zhang et al., 2023). Moreover, peer collaboration in these hands-on sessions fosters a community of practice, which is critical for the successful integration of AI into classrooms (Kitcharoen et al., 2024).
When teachers are given hands-on experience with AI tools in PD settings, they not only improve their own proficiency but also become adept at modeling these tools for their students (Schols, 2019). This approach aligns with adult learning theory, which emphasizes the need for relevance and practical application in professional development (Gregson & Sturko, 2007). By providing teachers with practical experience, they can confidently lead students in creative AI-driven projects, fostering a deeper engagement with emerging technologies.
References:
Gregson, J. A., & Sturko, P. A. (2007). Teachers as adult learners: Re-conceptualizing professional development. Journal of Adult Education, 36(1), 1-18.
Kitcharoen, P., Howimanporn, S., & Chookaew, S. (2024). Enhancing teachers' AI competencies through artificial intelligence of things professional development training. International Journal of Interactive Mobile Technologies, 18(5), 36672.
Lee, I., Zhang, H., & Moore, K. S. (2022). AI book club: An innovative professional development model for AI education. Technical Symposium on Computer Science Education, 1122345-1122456.
Schols, M. (2019). Factors that foster teacher educators' engagement in technology learning in the workplace. International Journal of Advanced Corporate Learning, 12(2), 11619.
Sharma, R. (2024). Teacher training and professional development with utilisation of AI. PARIPEX-Indian Journal of Research, 18(5), 024567.
Zhang, H., Lee, I., & Moore, K. S. (2023). Preparing teachers to teach artificial intelligence in classrooms: An exploratory study. Proceedings of the 17th International Conference of the Learning Sciences, ICLS 2023.

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