An article on AI in Education by Antonia Berry, Depute (Academic)… or is it?
Staffrooms are divided. For some teachers, AI is the source of all evil. It signals the end of original thought and creativity and encourages plagiarism and laziness. It represents the end of civilization as we know it. For others it is the most exciting thing since the invention of the electric toothbrush. For the remainder, it represents the big frightening unknown, and they’d prefer to stick their fingers in their ears and pretend it’s not happening.
But I’m afraid there is no avoiding it.
The educational landscape is undergoing profound changes propelled by the rapid advancement of AI technologies. As we stand on the precipice of this new era, it’s crucial that we take our fingers out of our ears and face it head on. We must recognise the myriad opportunities and challenges accompanying this technological advent.
Just as the chatter about AI in education gained momentum, so did the storm of scepticism and fear. OpenAI’s ChatGPT, introduced in late 2022, faced swift condemnation from schools and universities worldwide, accused of being a tool for effortless cheating. However, just months into this new era, the outlook appears less bleak.
The initial panic was understandable. Schools, districts, and even entire countries swiftly moved to block access to OpenAI’s website. Concerns over the potential misuse of AI, particularly in cheating, led to a reactionary wave of prohibitions. However, as the storm subsides, educators are starting to recognise that AI, far from being a harbinger of academic malpractice, could be a catalyst for positive change.
The response to AI in education is not monolithic. Leading universities like Imperial College London and the University of Cambridge issued statements cautioning against cheating while acknowledging the potential for enhancing critical thinking and problem-solving skills. This nuanced perspective reflects a growing realisation that AI can be a tool for good if wielded responsibly.
At St Columba’s School, we advocate for a balanced and informed approach to AI in education. The initial fear and knee-jerk reactions need to give way to thoughtful exploration. Educators must engage in a dialogue that acknowledges both the potential benefits and the challenges posed by AI, transcending the binary narrative of either embracing or banning it.
The conversation around AI in education is not confined to our school walls. Across the globe, educators are re-evaluating their initial reactions and engaging in a more constructive discourse. OpenAI has actively collaborated with educational-tech companies, including Duolingo and Quizlet, to integrate ChatGPT into their apps, fostering a collective effort to explore the technology’s potential impact positively.
The realisation that AI could be a powerful ally in the classroom is gaining traction. Far from being a tool solely for cheaters, advanced chatbots like ChatGPT have the potential to revolutionise education. They can serve as interactive classroom aids, enhance media literacy, generate personalised lesson plans, and streamline administrative tasks for teachers. Teachers are resurrecting dead historical figures in the form of chatbots, that pupils can converse with. Others are creating language buddies, to practise foreign language skills. In Numeracy, AI can be used to explore a problem from all possible angles, or break down methodology step by step. AI programmes can be used to bring drawings to life, to create study plans and resources, to provide tailored personal feedback on work. The possibilities are endless.
Our Artificial Intelligence in Education Conference, which was held on 29th May, 2024, stands testament to our commitment to driving this conversation forward. Renowned figures like Amanda Fox, author of AI in the Classroom, shared their insights, and a panel discussion featuring representatives from SQA, Edinburgh University, and International Baccalaureate delved into the impact of AI on annual assessments.
As educators, we must recognise that AI is no longer a distant concept; it is a tool available to students across UK now. And don’t be under any illusions; they are all using it. In a recent study it was found that half of undergraduates are actively using AI to support in the production of marked work. And I am unsurprised. Reports of usage amongst school pupils, who may be considered natives in terms of this relatively new technology, will almost certainly be higher. The imperative is not to deny its existence but to embrace it responsibly. Similar to the internet’s evolution from a novelty to an integral research tool, AI literacy must become an integral part of modern education.
The prevailing positions of exam boards such as SQA and JCQ, while cautious, emphasise the need for a nuanced approach rather than outright prohibition. The challenge lies in equipping students with the skills to navigate this digital landscape responsibly. We cannot stick our heads in the sand and just prohibit all AI use; we must guide students in mastering this tool.
AI, like any tool, is only as good as its user. Drawing a parallel with internet research, where discerning between credible sources and misinformation became a crucial skill, AI literacy is a skill that students must acquire. Effectively using AI requires a different set of skills; you must be a master of prompt engineering, strategic thinking, and understanding the technology’s capabilities. It is not a question of superiority but a recognition that different skills contribute to the rich mosaic of progress.
We are committed to being at the forefront of the AI movement in education and the AI in Education Conference, hosted by St Columba’s School was an opportunity for educators to enhance their skills, share best practices, and explore the vast potential of AI in the classroom. By actively participating in such events, we position ourselves as pioneers, driving the narrative of responsible AI integration in education.
The AI revolution in education is not a storm to weather but a sea to navigate. As we steer our educational ship into uncharted waters, the question arises: does it matter whether these words were crafted by Antonia Berry, Deputy Head of St Columba’s School, or the ingenious algorithms of an AI? In the grand tapestry of human achievement, what truly matters is our collective commitment to harnessing technology for the greater good.
