What if rewards can be provided to the educators dealing with special needs and inner

schools issues by means of rewarding transferring the day-to-day activities of teaching into a
learning experience that empowers educators? What if the benefit can be integrated into what is
being taught and allow educators to be empowered to deal with school administration issues and
related issues? What is proposed is a program where educators can take the lessons that they had
just taught and utilize that experience to learning how to write applications in artificial intelligence
software. This allows for career advancement as well the ability to become involved in school
administration issues based on the new computer skills being developed.

Examples of the early education material applying to the artificial intelligence aspects of
Prolog are the following:

What will happen next?

Why has this happened?

Why is answered with “Backward-Chaining” which will be explained later on.

What will happen next?

In terms of education, early learners can practice the development of logical reasoning by means
of exercises that could help preschoolers reason about and predict the next event in sequence…a
person planting corn seeds and supplying water may expect corn to grow later in time.

What is next is answered in Prolog by means of “Forward-Chaining”. With the necessary

information, Prolog can go through the steps and determine like the outcome of what is next

Example of an application that could be written:

Someone instructing young students on family trees could explain:

Bill is the father of Joe and Joe is the father of Mark, who is Mark's grandfather?

Before going over how to write an application, here are some basic ways a preschool teacher
could relate what is taught to what is being learned:

-The question…Prolog can answer questions, giving it an AI feature.

-Capitalization…Prolog requires variables to be capitalized.
-“If”….both Prolog and many preschoolers can manage the conditional. What would happen if?

There is another aspect of the conditional that applies to the preschool. Especially in terms of
special needs education, the environment and other factors can be changed in order to see what
may be causing a problem for a student having trouble to learn. An easy example could be noise
from outside the school. By asking what if this or that is changed, the student may be able to
function better in school. The conditional, the what if, is something many special needs teachers
may be familiar with and may find that aspect of AI something that can be easy to relate to.

In Prolog, father would be written as facts as in the following style:

father(Bill,Joe)
father(Joe,Mark)
What has been set up above are “facts”. Educators often use for early learners “fact or fiction”, which
is way for this to be less intimidating.

The next step utilizes the conditional statement from logic as well as the "for any". "For any"
allows one to use a variable. Variables in Prolog are beyond the scope of this presentation, but they
must start with capital letters. In terms of Prolog being a topic that teachers can “dive into” after
work, Prolog variables must start with capital letters. Upper and lower case letters are something
educators for early learners are familiar with. The use of the capitalization makes variables in Prolog
less intimidating from that perspective.

Going back to writing the application, for Prolog to explain who is the grandfather of Mark, we
have:

grandparent(X,Z):-parent(X,Y),parent(Y,Z).

This reads as follows:

For any X,Y, and Z,

If X is the parent of Y, and Y is the parent of Z.
Then X is the grandfather of Z.

The question can then be written as follows:

?-grandparent(Q,mark)

Is Bill the grandfather of Mark?

?-grandparent(Bill,Mark)

The Prolog program will answer YES.

The instructor could then later on apply this above scenario to writing an application in Prolog.

NON-MONOTONICITY OF AI

As mentioned elsewhere in this application, AI distinguishes itself from the traditional theory of
automation in that an AI system can change a monotonic series of actions when conditions change.

For example, to not tell students to go outside for recess when it is raining, even though it is
programmed to make the announcement the same time every day. Teachers dealing with "changes
in the program" can feel comfortable taking an AI class where this topic is presented as something
that they are familiar with.

An example of coursework incorporating real world applications for educators is the following:

DATA SECURITY EXAMPLE

In order to give a real world application not directly related to teaching, data security topics are one
envisioned presentation: Backward Chaining and Forward Chaining

If you receive a suspicious email with a link that was clicked, later your computer later stops
working. What happened? The instructor could then later on apply this scenario to writing in Prolog
the above.
 With Prolog’s approach to AI, the logical conclusion a person can draw is much like the
conclusion a person can get by writing this as an application. This would be "forward chaining".
Your computer stops working, and earlier there was a suspicious email with a link that
was clicked. Why may have this have happened? The "why" can be answered by means of
Backward Chaining in Prolog. Non-Monotonic Logic Everyday people open their email and may
receive documents. In terms of data security, some documents may have "red flags" that they are
dangerous to open. As a human operator may be able to detect signs that the regular routine may
need to be altered, so AI systems differentiate themselves from other systems in that AI systems are
capable of this feature of non-monotonic logic and also detect not to open the file.