Understanding the role of AI in Education
AI technology could revolutionise approaches to learning and teaching.
Earlier this year, it was reported that all 24 Russell Group universities created a set of guiding principles to ensure that students and staff are literate in artificial intelligence (AI). Recently, for example, undergraduates on an economics and management course at Oxford University were advised to use the technology to help draft their essays.
AI technology could, and hopefully should, revolutionise approaches to learning and teaching. While we were relieved to read that this group of universities have reviewed their AI academic conduct policies and guidance, surely it is time for schools across the UK to do the same, like we already do at ACS International Schools?
Regardless of the devices or the development of AI software, schools, like universities, are founded on the fundamentals of education; we are responsible for teaching students how to think critically and communicate with all the tools available to them.
No one in our sector thinks that because AI exists, educators will no longer have to teach students how to read, write, or add and subtract. But, failing to empower students to be able to use this technology, or worse, forbidding them from using it is self-defeating, just like telling a student they can’t use a calculator when doing higher maths.
It is our job as educators to help students understand the technology and make ethical decisions about its use - in school, and in society more broadly. After all, AI technology is morally agnostic. Whether the use of it is good or bad depends on how you use it, why you’re using it and if you’re transparent about it.
In the arms race against technology, schools either have to step back into the dark ages and dismiss technological advancements, or use them ethically to create positive learning outcomes. I am confident that we are doing the right thing at ACS International Schools, and using the technology to develop a sense of ‘readiness’ in our students so that they have the skills and knowledge to thrive in an ever-changing world.
A select and varied group of ACS educators and business leaders are developing shared opportunity statements and ethical principles to address the immediate risks so that Al does not undermine learning during the coming year. We have several pilot projects underway using generative AI to reduce teachers’ administrative burden, freeing time to plan for increased student engagement and individualised support (a number of ACS parents in the technology sector are supporting us in this journey). We are making strategic investments by harnessing the individual learning of the many educators already excited about Al. Finally, we are designing a strategic plan for the extraordinary professional development needed to support teachers in an AI-enabled world.
Robert Harrison, Director of Education & Integrated Technology at ACS International Schools
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