SEE GenAI Literacy Snapshot

An activity that visualizes the process that drives safe, ethical, and effective GenAI decision-making and use

The SEE Framework defines GenAI literacy as the knowledge, mindsets, and practices that allow individuals to use GenAI safely, ethically, and effectively. 

The SEE Snapshot is a short exercise that makes GenAI-literate practice visible. It can be used as a modeling or thinking exercise for educators, administrators, and students.

Directions

1. Choose a GenAI dilemma. Pick one from page 4, or write your own in the Dilemma row of the template on page 2.

2. Start with Knowledge. What does someone in this situation need to know about how GenAI works to make an informed decision? 

   • ℹ️Review the “Knowledge of How GenAI Works,” “Common GenAI Misconceptions,” and “Knowledge of GenAI Core Ideas and Applicable Research” sections in the SEE Framework.

3. Move to Mindsets. Which of the five SEE mindsets — Be Intentional, Stay Critical, Be Transparent, Act Responsibly, Keep Learning — are most relevant? What questions do they raise?

   • ℹ️Review the “Mindsets for GenAI Use” section in the SEE Framework.

4. Decide on Practices. What safe, ethical, or effective decisions and actions result? 

   • ℹ️Review the “Safe, Ethical, and Effective Practices of GenAI Literacy” section in the SEE Framework.

SEE Snapshot Template 

Use the template to explore how GenAI knowledge develops the mindsets that enable safe, ethical, and effective practices

Dilemma: Choose a dilemma from page 4 or write your own.

Knowledge

Identify the core ideas about GenAI that can help navigate this dilemma

Mindsets

Apply the most relevant mindsets to the dilemma

Practices

Using your own judgement, explain the safe, ethical, or effective decisions and actions that result

SEE Snapshot Example 

Dilemma: An educator considers whether to use AI to generate feedback on student essays.

Knowledge

• GenAI might store, use, and share personally identifiable information (PII)

• Outputs can reflect biases in the training data

• Outputs can be incorrect and/or generic

Mindsets

• Act Responsibly: What are the tool’s data privacy pitfalls and terms? Does the tool now own students’ work? 

• Stay Critical: How might hallucinations (i.e., inaccuracies) and bias in the feedback affect my students?

• Be Intentional: How would my students feel if all of their feedback was from AI?

• Be Transparent: How would they feel if I used AI and didn’t tell them?

Practices

• Review the tool’s terms with leadership to see how they use students’ data, including their intellectual property

• If approved, verify and revise any AI feedback before it reaches students

• Disclose to students to what extent feedback is AI-generated or -assisted vs. human-created

• Continue to write a short, personalized note on each essay if GenAI provides the majority of feedback 

Sample Dilemmas

Educators and Educator-Leaders

• A department head considers whether to adopt AI detection software to check student work for AI use.

• A curriculum director evaluates several AI math tutors, one of which students would use independently for homework and test prep.

• A special education teacher uses a district-approved AI tool to help draft and revise IEPs.

• An elementary teacher considers whether to use a consumer chatbot to adapt and translate reading materials for English language learners.

• A middle school teacher considers using a district-approved AI tool to record and summarize parent conferences.

Students and Families

• A middle school student is required to use their school's approved chatbot for a science project.  

• A parent considers buying a GenAI storybook app that customizes stories to their child's interests and reads them aloud.

• A high school student uses a consumer chatbot for relationship advice and finds it more useful than talking to people in their life.

• A college student working on a group project considers using an AI writing tool to revise their group's presentation.

Administrators

• An HR director considers using the district's GenAI tool to analyze exit interviews from teachers who left the district over the past two years.

• A superintendent considers whether to use the district's GenAI tool to analyze student attendance and performance data.

• A district technology director considers adopting AI monitoring software that tracks students’ emails, chats, and web history for safety concerns.

• A principal considers using a GenAI recruiting platform to rank and then phone screen initial applicants for a teaching role.