Advances in Artificial Intelligence (AI) have actually been impacting our classrooms for quite some time, notably through platforms such as Century Tech, Seneca Learn, Quizizz and Quizlet. These tools analyse pupil data and provide a personalised learning path for them. The AI within these tools automatically grades responses and provides fast effective feedback for pupils, allowing them to engage with their teachers immediately on any misconceptions they might have.
It is not unreasonable to assume that some resources will have been created by teachers using AI Language Models (LMs). These LMs (such as ChatGPT) may often be a starting point for teachers from which they develop their lesson plans and even their resources. Leveraging these models, educators can, for example, efficiently generate model essays and adapt them to suit their teaching needs, saving significant time in preparation, and prompting interesting discussions between educator and student about the use of AI. It is worth adding here that the teacher should always cite the provenance of the model essay.
AI has its time and place in education
It perhaps goes without saying that we all (teacher, and student alike) need to understand how to use AI effectively. Training teachers on how to use AI in school is crucial for future education and to meet the evolving needs of our students. Yet, there is a complication to overcome. Whatever we need to teach our students, we need, first, to teach our teachers. It is almost as if we are all in our ECT (Early Career Teacher) years and are learning the skills to deliver a completely new subject from scratch. However, the boundaries are less clear than for traditional subjects because we don’t have the foresight yet to fully comprehend the content.
As educators, we have to grapple with the complexities of AI, including the ethical considerations, the data concerns, the bias and the potential for errors (hallucinations). We must also confront our apprehensions about the changing landscape of education and be open to adopting new approaches. It’s a journey of growth and adaptation that requires continuous learning and a willingness to embrace change.
Training teachers in AI is thus crucial. As with all technology, teachers need to feel confident to use AI appropriately. They require technical proficiency in various AI language models as well as an understanding of how to integrate them pedagogically, and critically evaluate their ethical implications. Equally important, they should recognise that, like all tools AI has its time and place – it does not need to be used indiscriminately.
Proceed with caution
As an example, the AI training we offer at Downe House has focused on hands-on experience, whole school and departmental collaboration, and ongoing professional development. It has been key to demonstrate the importance of AI in the workplace and thus for our students. This has helped push the agenda that teachers need adaptable mindsets to keep pace with AI advancements and continually refine their skills. By providing comprehensive training that addresses the important elements of AI knowledge, we aim to effectively leverage AI to personalise learning, and to prepare our students for their futures.
Teaching students to use AI is undoubtedly a valuable skill, but as with any new tool, there’s ongoing discussion on the best approach. From my perspective, it’s crucial not to rush the integration of AI into the classroom but instead to move forward with caution, carefully considering the options, engaging in discussion and developing potential use in a much more organic manner. As teachers we have been experimenting with various prompts and language models, including those which empower us to guide our students’ learning whilst at the same time offering them the benefits of a personalised tutoring experience.
Taking the time to discuss fully the skill of prompt engineering and the capabilities of AI, we often uncover valuable insights into how to effectively incorporate AI into classroom practice. In addition, we emphasise the importance of ethical considerations in AI implementation, ensuring that our students understand these implications and the responsibilities associated with utilising AI. Our own student AI Team have collaborated with colleagues to create guiding principles for AI use, and these have been shared with all members of our community.
Don’t put AI on a Pedestal
Although AI can feel like a bit of a minefield, it is important to remember that it is simply another tool in our armoury along with many other technological tools that make up a teacher’s kit. As such, we should avoid placing AI on some kind of pedestal as the primary focus. Knowledge and metacognition remain valuable skills that educators need to deliver. Beyond this, the soft skills of creativity, critical thinking, problem solving, communication, collaboration and resilience, which have always been important, are now increasingly vital in the workplace. It is these skills that teachers need to nurture and develop.
In the workplace, AI is already achieving some of the more humdrum aspects of jobs in lightning quick time, which means that there is more time for creativity, iteration, experimentation, exploration and the like. As a school we are prioritising providing opportunities for pupils to develop these essential skills whether through classroom activities, projects or competitions.
Likewise, it is crucial to teach students that relying solely on AI-generated responses is not beneficial to anyone. As a teacher, the output may not reveal too much about a student’s learning. Students must share their prompts with teachers to gauge their understanding. Additionally, teachers need assurance that students have critically engaged with the output, addressing ethical concerns like bias, privacy, and fairness. This ensures a comprehensive evaluation of student learning while promoting responsible AI use. Furthermore, students must develop critical thinking skills to assess the reliability of AI-generated content and guard against potential pitfalls like hallucinations. This underscores the ongoing value of learning and knowledge acquisition in an AI-driven world.
Connecting with the workplace
Understanding the importance of AI for our pupils’ future is key. If we can understand its capabilities and appreciate the impact it is having in the workplace in a variety of fields, then we will better recognise and embrace its potential. It is therefore vital that we connect with industry specialists and those who are using AI in the workplace. There is no better way than to hear from these specialists first hand and there are plenty of opportunities for this via news outlets, social media and on-site visits. Keeping our students informed of the role AI has in the workplace and giving them the chance to explore AI applications both inside and outside of the classroom will help them to learn more about AI in the real world while developing their skills.
We must also recognise the limitations and pitfalls of AI and educate students about these issues; this is crucial for maximising its benefits. This education should take place not only in curriculum lessons where AI is being used, but also via dedicated workshops and activities that specifically address the weaknesses and drawbacks of AI. We have involved our student AI team early in the process to review our guidelines, which broach the significant AI issues. These students have played a pivotal role in disseminating this information with the wider school community. They have even been an integral part of our CPD (Continuing Professional Development) programme demonstrating to educators that AI is an essential part of their futures and of vital importance, that they are aware of its serious limitations.
Transitioning to a ‘Guide on the Side’
On a positive note, AI has the potential to be an amazing leveller for pupils. It has the potential to serve as a personal tutor to students interpreting complex questions and concepts for them so that they can access tasks on a fundamental level and gain a deeper understanding. The hackneyed notion of teachers transitioning from the ‘sage on the stage’ to the ‘guide on the side’ is no longer an unrealistic expectation as AI can indeed fulfil the role of the ‘guide on the side’, leaving the educator free to nurture students’ holistic and personal development.
It may sound cliched to talk about teachers being the ‘guide on the side’ as opposed to the ‘sage on the stage’ but AI can be that ‘guide on the side’, a teaching assistant that leaves the teacher free to develop their pastoral role with students and help them develop as individuals. AI will handle routine tasks and provide targeted support so that teachers can dedicate more time to pastoral responsibilities and foster meaningful connections with students to help them thrive as individuals. The potential for educators to collaborate with AI is significant, creating a potential synergy that fosters opportunities for all students to flourish in the future.
Jane Basnett
Jane Basnett is Director of Digital Learning at Downe House School, an independent boarding school based in Berkshire, for girls aged 11-18.
