In early May 2024, educators from around Australia arrived in Melbourne for the Integrating AI in Education conference. From the beginning of this two-day event, it was evident that the public release of ChatGPT on the 22 November 2022 had changed everything teachers thought we knew about educating young people, and that what the conference participants really wanted to talk about was how we, the adults in the room, should be responding.
Generative Artificial Intelligence Tools (GAITs), such as ChatGPT, Google Gemini and Microsoft Co-Pilot, are transforming education in ways previously unimaginable, offering new methods and approaches for enhancing the learning experiences for students at all levels. The Australian Government quickly established a framework to guide the use of AI in ways that should benefit students, schools and society. Meanwhile, in Australian primary and secondary schools, the integration of AI tools seems to be revolutionising the classroom, making learning more personalised, engaging, and effective. However, it is also bringing challenges, particularly around issues of equity and the need for responsible use.
Personalised Learning Experiences
One of the most significant benefits of AI is the ability to provide a personalised learning experience. AI-powered tools in the form of an ‘intelligent tutoring system’ can analyse students' strengths and weaknesses across a range of tasks and subjects, such as math and creative writing, and provide individualised feedback in real-time. Kenny Low from Singapore’s Ministry of Education showcased three ways in which AI tools are providing personalised learning to students: an adaptive learning system that provides students with a personalised learning pathway in the form of customised recommendations and feedback; learning feedback assistants that assess and provide feedback on a variety of student tasks; and a learning companion that supports both teachers and students across a range of learning tasks. Generative AI might also improve students’ intrinsic motivation, active engagement and sense of autonomy over their learning.
Enhancing Teacher Capabilities
A strong and recurring theme at the conference was that AI should not (and could not!) replace teachers but can augment their capabilities. By automating administrative tasks such as marking and attendance, AI can give teachers more time to focus more on instruction and student engagement. Moreover, AI can provide teachers with insights into student performance and behaviour, enabling early intervention and support for those who may be struggling. This collaboration between AI and educators can lead to more meaningful interactions and a greater focus on creative and critical thinking skills in the classroom. Crucially, this approach needs the support of the whole school community to be successful. Several schools shared their experiences of building staff and family awareness, providing training in the use of AI tools, developing clear policies and guidelines, and then slowly introducing the technology into classrooms. It was fascinating to hear reflections from students from these schools – their perspectives were a powerful reminder that our students are not just “users” of this technology but that they also have a vested interest in ensuring AI tools are integrated into their learning in a meaningful way.
Ethical and Responsible Use of AI
Another strong theme at the conference concerned the shift from banning AI technologies in schools (including for assessments!) to instead teaching students how to use it ethically and responsibly. Leon Furze showcased compelling data on the impact that AI is having on productivity in the workplace, a phenomenon known as the jagged frontier (see figure below), highlighting that no employer in the real world will be banning the use of AI tools. We’ve already integrated digital literacy, critical thinking and ethics into the Australian Curriculum. By applying these foundations to the integration of AI in the classroom, students can develop a healthy understanding of AI's capabilities and limitations, preparing them for a future where AI will play a significant role in various aspects of life.
(Dell'Acqua, et al., (2023) Navigating the Jagged Technological Frontier: Field Experimental Evidence of the Effects of AI on Knowledge Worker Productivity and Quality. Harvard Business School Technology & Operations Mgt. Unit Working Paper No. 24-013. http://dx.doi.org/10.2139/ssrn.4573321)
Addressing Equity Issues
Though the conference centred on innovative and progressive use of AI in education, it was clear that equity is a huge and growing concern that needs to be addressed. Access to AI-powered educational tools is not uniform, with large disparities between advantaged and disadvantaged schools, and between different school systems (i.e., government versus non-government). Ensuring equitable access to these technologies is crucial to prevent a further widening of the educational gap. Policymakers and educational institutions must work together to provide the necessary resources and infrastructure so that all students can benefit from AI-enhanced learning.
AI holds immense potential to transform primary and secondary education, offering personalised learning experiences and enhancing teacher capabilities. However, to fully realise these benefits, it is vital to address equity issues and promote the ethical use of AI. By ensuring equitable access and teaching responsible use, we can harness the power of AI to create a more inclusive and effective educational system for all students.
Dr Beth Chapman beth.chapman@canberra.edu.au