The Educational Voice of Generative AI in the Classroom

Generative AI is already in our classrooms, and it’s not going anywhere.

Students use it, teachers use it and administrators use it. However, are we using it safely, ethically and sustainably? Are the right policies in place with guardrails to protect our community?

Legislation is in progress, and an AI working group across multiple ministries is preparing documents for release. But what do the experts (teachers) have to say, who is collating your opinions and recommendations? How will it impact your pedagogy and more importantly, what do you need to feel safe when implementing its use?

In mid-February, EITNZ released a Google Form specifically for educators in Aotearoa, below is a summary of that survey.

• 94% of teachers believe that GAI should be used in the classroom

• 81% are already using it

• 6% of teachers subscribe to a paid Generative AI platform

• 63% of teachers feel confident implementing GAI into the classroom today.

• 78% of teachers believe it is important to incorporate GAI into the classroom

• 81% of teachers believe we urgently need to implement GAI into the classroom

Content Creation:

• Lesson planning

• Unit planning

• Text rewriting for specific audiences

• Generating different content formats (emails, summaries, etc.)

• Image generation

Instructional Support:

• Researching specific topics

• Answering "how-to" questions

• Explaining complex concepts

• Brainstorming teaching approaches

Assessment and Differentiation:

• Grading assistance (basic)

• Data analysis for personalised learning

• Generating ideas for differentiated instruction

• Checking student work for AI use

Administrative Tasks:

• Summarising documents and emails

• Generating generic messages

• Email responses

AI language models like ChatGPT can be used to generate draft lesson plans, learning materials, or assignment prompts.

Utilising AI text-to-image generators like DALL-E to create custom visuals, diagrams, or illustrations for classroom presentations or learning materials.

Leveraging AI code-generation tools to provide examples or starter code for programming assignments or demonstrations.

Using AI-powered writing assistants to provide feedback and suggestions on student essays or writing assignments.

Employing AI-driven question-answering systems to assist with research or to provide supplemental information on course topics.

Utilising AI-generated summaries or outlines to help students review and understand key concepts from course materials or lectures.

Incorporating AI-powered translation tools to make course materials more accessible for students of different languages.

Exploring the use of AI-generated creative writing samples or poetry as prompts for creative writing assignments or discussions.

Using AI-powered tutoring systems or virtual assistants to provide personalised support or explanations to students outside class hours.

Experimenting with AI-driven adaptive learning platforms that can tailor content and pace based on individual student needs and progress.

Below is a summary of the responses to the deep dive questions.

Q1 - How do you think the use of Generative AI tools in the classroom might impact students' development of critical thinking and problem-solving skills?

Potential Benefits:

• Encourages creativity, exploration, critical thinking, and student expression.

• Provides models for good writing and can spark further research.

• Helps with prompting and refining research questions.

Potential Drawbacks:

• Creates dependency on technology and reduces student effort if used as a "one-stop shop."

• It can limit ideas to a monocultural perspective and lead to plagiarism.

• It may deliver inaccurate or biased information requiring critical review.

• Students might become intimidated by the perceived perfection of AI.

• Weakens critical thinking and problem-solving skills without proper instruction.

Overall:

• AI can be a valuable research tool but requires critical thinking skills and proper guidance to avoid negative impacts.

• The effectiveness depends on the student's approach - using it ethically can enhance learning.

Q2 - What are the potential implications of Generative AI tools on academic integrity and plagiarism? How can these challenges be addressed while allowing students to benefit from these technologies?

Challenges:

• Difficulty in detecting AI-generated content and plagiarism.

• Tools can be misused to create entire assignments without learning.

• Students may not understand or properly credit AI-generated information.

• Maintaining assessment integrity with changing AI capabilities.

• Increased teacher workload in monitoring and adapting assessments.

Potential Solutions:

• Implementing clear guidelines for AI use in assignments.

• Designing assessments that emphasise critical thinking and understanding over regurgitated information.

• Tracking student work progress and interaction with AI tools.

• Emphasising ethical use of AI and proper source attribution.

• Teachers becoming familiar with AI outputs to identify misuse.

• Shifting assessments to focus on individual student capabilities.

Overall:

• AI presents challenges for maintaining academic integrity, but these can be addressed through adaptation and new teaching strategies.

• Collaboration between teachers and students is key for ensuring responsible AI use in education.

Q3 - Generative AI tools can potentially create biased or incorrect outputs based on their training data. How can educators ensure that students are taught to critically evaluate these tools' outputs and not blindly accept them as factual?

Skills to Develop:

• Bias and Ethics: Understanding AI bias and ethical considerations.

• Source Evaluation: Analysing source credibility, limitations, and strengths.

• Verification and Citation: Cross-referencing information and citing sources properly.

• Critical Thinking: Evaluating information critically and detecting misinformation.

Teaching Strategies:

• Modelling: Teachers use AI tools openly and show limitations.

• Real-World Examples: Demonstrating AI errors and misinformation.

• Verification Techniques: Teaching research skills like cross-referencing.

• Assessment Focus: Assessing student understanding of AI outputs.

• Open Discussion: Encouraging critical engagement with information sources.

Overall:

•AI requires the integration of critical thinking skills into existing research education.

•Teachers need training and resources to teach these skills effectively.

Q4 - In what ways do you think the use of Generative AI tools in the classroom could exacerbate existing educational inequalities (e.g., access to technology, digital literacy, etc.)? How can these concerns be mitigated?

Challenges:

• Unequal Access: Students from disadvantaged backgrounds may lack the technology, internet, and resources to use AI effectively.

• Digital Literacy Gap: Students with low digital literacy may struggle to understand and use AI tools.

• Privacy and Security Concerns: Student data security and privacy could be at risk.

• Low Self-Esteem Impact: Students with low self-esteem might resort to AI as a crutch, leading to discouragement.

Potential Solutions:

• Equitable Technology Access: Prioritising equal access to technology and the Internet for all students.

• Digital Literacy Training: Offering comprehensive digital literacy and responsible AI use training.

• Targeted Support: Providing targeted support for underserved communities in implementing AI tools.

• Data Security Measures: Prioritising student data security and privacy with clear regulations.

Overall:

• AI can potentially exacerbate educational inequality if not implemented with equity and access in mind.

• Schools and governments must address these challenges to ensure all students benefit from AI tools.

Q5 - How might the widespread adoption of Generative AI tools in education impact the role and responsibilities of teachers in the future?

Potential Changes:

• Shift from content delivery to guiding learning experiences.

• Teachers as facilitators of creativity, critical thinking, and personalised learning.

• Increased focus on AI ethics and responsible use in the classroom.

Teacher Skills Needed:

• Expertise in AI tools and learning to leverage them effectively.

• Strong relationship-building and interpersonal skills that AI cannot replicate.

Overall:

• AI will likely change the role of teachers but is not likely to replace them entirely.

• Teachers will need to adapt and develop new skills to work effectively with AI tools in the classroom.

Q6 - What provisions (e.g., training, resources, guidelines) do you think need to be in place for teachers to integrate generative AI tools into their teaching practices effectively?

Training Needs:

• Comprehensive training on using AI tools ethically and responsibly.

• Guidance on integrating AI tools into existing curriculum.

• Training in critical evaluation of AI outputs.

• Specific guidance for incorporating Te Ao Māori perspectives.

Training Delivery:

• Ongoing professional development opportunities.

• Subject-specific training led by experts.

• Training resources are readily available for all teachers.

• Focus on practical application and implementation strategies.

Overall:

• Effective integration of AI in education requires well-trained teachers.

• National and school-based programs are needed to support teacher development in this area.

Q7 - Can you envision scenarios where Generative AI could enhance student creativity and critical thinking skills?

Potential Benefits:

• Provides endless sources of inspiration for creative projects.

• Challenges students to analyse and evaluate content critically.

• Fosters critical thinking skills and information discernment.

• It helps students overcome creative blocks and experiment with ideas.

• It makes the initial creative process less intimidating.

Overall:

• AI can be a valuable tool to enhance student creativity and critical thinking.

• It can help students generate ideas, analyse information, and overcome creative roadblocks.

Q8 - How might the use of Generative AI influence the dynamics of collaboration and peer learning in the classroom?

Potential Benefits:

• Facilitates brainstorming and idea generation.

• Enhances peer feedback opportunities.

• Fosters diverse perspectives through AI-generated content.

Potential Drawbacks:

• May reduce student-to-student interaction and collaboration.

• Requires careful management to ensure inclusivity.

Uncertainties:

• The long-term impact on classroom dynamics is unclear.

• More research is needed on how AI can best support collaboration.

Overall:

• AI has the potential to both enhance and hinder student collaboration.

• Effective use requires careful planning and consideration of potential drawbacks.

Q9 - What ethical considerations do you think should be taken into account when implementing Generative AI in the classroom?

• Equity and Access: Ensure all students have equal access to technology, data, and training to use AI tools effectively.

• Digital Literacy: Provide comprehensive AI training for students and teachers, including potential biases and responsible use.

• Diversity and Inclusion: Promote AI representing diverse perspectives and avoid perpetuating biases.

• Privacy and Security: Prioritise student data security and privacy with clear regulations and transparent data practices.

• Intellectual Property: Address copyright and plagiarism issues when using AI-generated content.

• Authenticity of Learning: Ensure students develop critical thinking skills to evaluate AI outputs and avoid relying solely on them.

• Human Connection: Consider the potential impact of AI on student-teacher interaction and social development.