By Danny Bedingfield

Kia ora koutou, 

I am Danny Bedingfield, an AI in Education expert and a passionate advocate for using digital tools to enhance teaching and learning. I am a Wellington based Digital Skills Facilitator working for Cyclone. In this article, I want to share with you some of my thoughts on the impact of generative AI on schools in Aotearoa over the last 18 months. 

Generative AI is a type of artificial intelligence that can produce text, images, audio, or video based on a given input, such as a keyword, a prompt, or some data. One of the most powerful and popular examples of generative AI is Chat GPT, which released on November 30, 2022. Chat GPT is a chatbot that can generate realistic and coherent conversations on any topic, using natural language processing and deep learning. 

Chat GPT has been widely used by students and teachers for various purposes, such as learning new languages, exploring different perspectives, creating stories and having fun. However, it has also raised concerns and challenges, especially around academic integrity, privacy and ethical use. 

One of the main concerns is that students may use AI to cheat on assignments, tests, or exams, by generating text that is not their own work. This could undermine the validity and reliability of assessment and compromise the learning outcomes of students. Teachers need to be aware of the potential for cheating and use appropriate detection tools and methods to prevent and address it. 

Another concern is that Generative AI may collect and store personal information from users, such as their names, locations, preferences, opinions, or emotions. This could pose a risk to the privacy and security of users, especially if the data is shared or accessed by third parties without consent. Users need to be informed of the data collection and usage policies of Chat GPT and exercise caution when providing sensitive or personal information.

At the time of writing Microsoft’s Copilot and soon Google’s Gemini offer a data protection with a licence that keeps prompt information private. These licences are currently funded by the Ministry of Education, therefore making them easily accessible to Kura in Aotearoa. 

A third concern is that AI may generate content that is inappropriate, inaccurate, misleading, or harmful, such as hate speech, propaganda, misinformation or abuse. This could affect the well-being and safety of users, as well as influence their attitudes and beliefs. Users need to be critical and responsible when using AI and report any problematic content or behaviour. 

To address these concerns, the Office of the Privacy Commissioner has issued guidelines and recommendations for using generative AI in education, such as: 

– Obtaining consent from students and parents before using Chat GPT or similar tools in the classroom or for homework. 

– Educating students and teachers about the risks and benefits of Generative AI and how to use it safely and ethically. 

– Establishing clear rules and expectations for using AI and enforcing consequences for misuse or abuse. 

– Monitoring and reviewing the content and quality of AI and providing feedback and support to users. 

Similarly, the New Zealand Qualifications Authority (NZQA) has advised teachers to become familiar with generative AI and how to recognise it better. NZQA has also provided tips and resources for ensuring academic integrity and preventing plagiarism, such as: 

• Designing authentic and meaningful assessments that require higher order thinking and creativity. 
• Using plagiarism detection software and tools to check the originality and sources of student work. 
• Encouraging students to cite and reference their sources properly and acknowledge their use of Chat GPT or similar tools. 
• Developing a culture of honesty and trust among students and teachers and promoting the values and skills of digital citizenship. 

I personally love the idea of the AI Traffic light system for use with secondary students. A “red” assignment means students may not use AI at all, “yellow” means students may use certain AI tools for specific tasks related to the assignment and “green” means that students may use AI tools freely for any aspect of the assignment.  

Despite the challenges and concerns, generative AI can also have a positive impact on schools in Aotearoa, if used safely and ethically. It can be a huge timesaver for teachers in planning and preparing resources as well as a powerful tool for enhancing student engagement and learning outcomes. It can also foster innovation and collaboration among students and teachers, creating diversity and inclusion in education. 

Therefore, I believe that teachers should be guided by an AI policy in their school that gives them guidance on what they can and cannot use generative AI for and how to use it effectively and appropriately. Such a policy should be aligned with the New Zealand Curriculum, the Code of Professional Responsibility and Standards for the Teaching Profession and the Te Tiriti o Waitangi principles. Netsafe have produced a template that schools can use. Also, the Victorian Education Department have produced excellent guidance for Victorian Schools in Australia. 

I hope this article has given you some insights and ideas on the impact of generative AI on schools in Aotearoa. If you are interested in finding out more contact me at the email below. 

Ngā mihi nui, 

Danny Bedingfield 

Danny.Bedingfield@Cyclone.co.nz