In the months after the release of ChatGPT, our Community of Practice (CoP) evolved into an incubator for Participatory AI Design (Delgado 2023). Our group has been convening online as "Teachers Teaching Teachers" (TTT) once a week, every week since 2006. We check in with each other, reflect on our teaching, share what we are doing with our students, collaboratively describe student work, create multimodal text sets and projects together, and design the technology tools and platforms our students need. Our longstanding commitment to weekly meetings is indicative of a strong community of practice. Wenger, McDermott, & Snyder (2002) emphasize the value of communities of practice in fostering continuous learning and knowledge sharing among professionals. A quotation here could underscore the benefits of regular collaboration among educators.

A good number of us in the TTT CoP are involved in local sites of the National Writing Protect (NWP), although many other K-College educators are regulars as well. We organize our meetups and collect videos from the meeting at NWP's Write Now Teacher Studio (studio.nwp.org). TTT started as a place where teachers who are designing and using Youth Voices, an online publishing and discussion platform, could work together, and in the last several years many of us are also using NowComment, a site where images, text, and videos become conversations. Adding AI to these two platforms is our design challenge.

A good number of us in the TTT CoP are involved in local sites of the National Writing Protect (NWP), although many other K-College educators are regulars as well. We organize our meetups and collect videos from the meeting the videos of our conversations at NWP's Write Now Teacher Studio (studio.nwp.org) and on YouTube (youtube. TTT started as com@PaulAllison). TTT has always been a place where teachers who are designing and using Youth Voices (youthvoices.live), an online publishing and discussion platform, could can work together, and in the last several years many of us are also using NowComment (nowcomment.com), a site where images, text, and videos become conversations through social annotation. Adding AI to these two platforms is our the design challenge that inspires us week after week.

Our longstanding commitment to weekly meetings is indicative of a strong Community of Practice as described by Wenger, McDermott, & Snyder (2002). After nearly two decades, TTT offers the "familiar comforts of a hometown, but... also has enough interesting and varied events to keep new ideas and new people cycling into the community." The familiarity of our weekly online meetups "creates a comfort level that invites candid discussions. Like a neighborhood bar or café," TTT has become is "a 'place' where people have the freedom to ask for candid advice, share their opinions, and try their half-baked ideas without repercussion... People can drop by to hear about the latest tool, exchange technical gossip, or just chat about technical issues without fear of committing to action plans."

There might not be anything obvious or necessary about the We are still learning to recognize the mechanisms behind the evolution a Community of Practice into a Participatory AI Design Team, but . In this article we are reporting on how core members of the TTT community were moved by the spirit of possibility that surrounded ChatGPT's release to the public on November 30, 2022 to begin iteratively and collaboratively creating an AI system for teachers and students -- and any other users on NowComment. Perhaps our story of a CoP becoming a site Pticipatory for Participatory AI Design can add to the literature on the question of when and how CoPs sponsor teacher innovation. (Lui 2022).

We also see our project as an unusual example of stakeholders--students, teachers, consultants, administrators, eductional leaders--taking ownership over the design process for AI development (Delgado, 2023), which will likely lead to more effective use of AI tools in the classroom and improved learning outcomes for students. When we "participate in decisions about the design of AI-enabled technologies, participate in selecting the technologies, and shape the evaluation of technologies," we are more likely to know when and how to bring these tools into our planning process and when we "make moment-to-moment decisions" in our classrooms. (U.S. Department of Education, 2023)

We also see our project as an unusual example of stakeholders--students, teachers, consultants, administrators, researchers, eductional leaders--taking ownership over the design process for AI development (Delgado, 2023), which will likely lead to more effective use of AI tools in the classroom and improved learning outcomes for students. When we "participate in decisions about the design of AI-enabled technologies, participate in selecting the technologies, and shape the evaluation of technologies," we are more likely to know when and how to bring these tools into our planning process and when we "make moment-to-moment decisions" in our classrooms. (U.S. Department of Education, 2023)

“In In the 10 months between after the release of ChatGPT and the start of the Israel-Hamas War , our weekly meetup had become meetups became something of an AI incubator.” This transformation showcases the group’s adaptability and forward-thinking approach. It would be beneficial to cite studies that discuss the role of educator communities in driving innovation in pedagogy, particularly in relation to emerging technologies like AI. For example, a citation from Kereluik et al. (2013) could be used to discuss the competencies required for teaching in the 21st century, which include technological proficiencylaboratory where we explored text generation with ChatGPT, image creation with Stable Diffusion, prompt examples on the OpenAI Playground, and bot simulation on Character.AI. In addition, we started using a WordPress plugin, AI Mojo, on Youth Voices, a student publishing site that is managed and nurtured by core members of TTT.

We use AI Mojo is a free WordPress plugin that leverages to leverage the power of ChatGPT the latest OpenAI GPT engines to generate content for your website automatically. Once you’ve entered your text and images for our students in the context of their own writing. Using our API key from OpenAI GPT-3 or AI21 Studio, you can , students access the AI Mojo panel in within the WordPress Block Editor to create blog posts, product descriptions, and more.where they are composing Discussion Posts. We create templates for them where we have collected pre-tested, carefully designed prompts which give students feedback on their writing. Teachers and students can create and share their own templates as well. The AI Mojo panel also gives students access to the OpenAI Playground and ChatGPT itself, along with personas that we have designed for them.

Generates article outlines, conclusions, and introductions Beyond the tools and platorms platforms that we experimented with, we also took time to explore new pedagogies.explored and learned to use together, it was arguably more important for us to test old and new pedagogies in the context of these new tools, and to share both our tacit concerns and our nascent ideas about adopting AI technologies. Communities of Practice like Teachers Teaching Teachers are built for this kind of inquiry, and for a few months this is how we worked together. (Rettler-Pagel, 2023)

In the first five TTT meetups after the public release of ChatGPT, we anchored our experiments with this new tool in a tried and true writing protocol, Peter Elbow's Loop Writing Process (Elbow, 1981)