@inproceedings{PratherLeinonenKiesleretal.2024, author = {Prather, James and Leinonen, Juho and Kiesler, Natalie and Benario, Jamie Gorson and Lau, Sam and MacNeil, Stephen and Norouzi, Narges and Opel, Simone and Pettit, Virginia and Porter, Leo and Reeves, Brent N. and Savelka, Jaromir and Smith, David H. and Strickroth, Sven and Zingaro, Daniel}, title = {How Instructors Incorporate Generative AI into Teaching Computing}, series = {Proceedings of the 2024 on Innovation and Technology in Computer Science Education Vol. 2}, booktitle = {Proceedings of the 2024 on Innovation and Technology in Computer Science Education Vol. 2}, publisher = {ACM}, address = {New York, NY, USA}, doi = {10.1145/3649405.3659534}, pages = {771 -- 772}, year = {2024}, abstract = {Generative AI (GenAI) has seen great advancements in the past two years and the conversation around adoption is increasing. Widely available GenAI tools are disrupting classroom practices as they can write and explain code with minimal student prompting. While most acknowledge that there is no way to stop students from using such tools, a consensus has yet to form on how students should use them if they choose to do so. At the same time, researchers have begun to introduce new pedagogical tools that integrate GenAI into computing curricula. These new tools offer students personalized help or attempt to teach prompting skills without undercutting code comprehension. This working group aims to detail the current landscape of education-focused GenAI tools and teaching approaches, present gaps where new tools or approaches could appear, identify good practice-examples, and provide a guide for instructors to utilize GenAI as they continue to adapt to this new era.}, language = {en} }