Helping K–12 educators build practical AI skills
OpenAI Academy and the Walton Family Foundation are launching an "AI Skills Jam" for K–12 educators this summer. This initiative aims to equip over 1,600 teachers and administrators with practical AI skills to enhance teaching, planning, and communication, addressing the challenge of rapid technological change in education.
K–12 educators constantly strive to help students learn and prepare for the future, but they also face the challenge of rapidly evolving technology with limited support. Many juggle growing responsibilities and struggle with uneven access to practical technological assistance. This often leaves them with insufficient time to adapt to new digital tools.
To address this, OpenAI Academy, in partnership with the Walton Family Foundation, is hosting a flagship "AI Skills Jam" this summer. This program will offer a hands-on, high-trust environment for over 1,600 K–12 teachers and administrators across various U.S. cities. The goal is to move participants from mere curiosity about AI to practical application in their daily work.
Research indicates that teachers who regularly use AI tools save an average of 5.9 hours per week, equivalent to about six weeks over a typical school year. This reclaimed time is often reinvested into providing more nuanced student feedback, individualizing lesson plans, improving parent communication, or achieving a better work-life balance. The AI Skills Jam will provide the necessary support for educators to confidently integrate AI into their professional routines.
During the Jam, participants will collaborate with OpenAI mentors to learn how to incorporate AI into tasks such as lesson planning, communications, and administrative duties. The sessions will be practical, focusing on real classroom and school system needs, allowing ample time for tool experimentation, questions, and confidence-building. Additionally, educators will gain access to OpenAI Academy, a free online platform, to further their AI skills and knowledge.
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