Independent Schools of New Zealand

In the digital age, the advent of artificial intelligence (AI) has presented both opportunities and challenges, especially for educational institutions. Independent schools in Aotearoa, renowned for their commitment to providing exceptional education, find themselves navigating the everchanging landscape of AI integration. As an AI Specialist at Cyclone, I want to share crucial advice on how these schools can set a clear course in this evolving landscape. 

​​​The Imperative of Data Protection and Privacy 

One of the foremost considerations for independent schools venturing into AI is the protection of data and privacy. Generative AI tools offer immense potential to enhance learning, but it is imperative to select tools that prioritise data security. Schools should lean towards using data-protected and private AI tools such as Google Gemini, Microsoft Copilot and Apple Intelligence. These platforms are designed with robust security features that safeguard sensitive student and staff information, and this protection comes with purchased Workspace or 365 licences. 

Conversely, it is advisable to avoid using Open tools such as ChatGPT, Claude and Perplexity for educational purposes. While OpenAI has made significant strides in AI development, concerns about data privacy and security persist. Independent schools must be vigilant in selecting AI tools that comply with stringent data protection standards to maintain the trust of parents, students, and staff. 

Developing a Comprehensive AI Strategy 

The integration of AI into the educational framework should not be approached haphazardly. It requires a well-thought-out strategy that aligns with the school’s values and goals. A key component of this strategy is the development of policies that govern the use of AI tools. However, more crucial than a general policy is the establishment of an Acceptable Use Policy (AUP) specifically for AI. 

An Acceptable Use Policy serves as a guiding document that outlines the boundaries for AI usage by teachers and students. For teachers, the AUP should provide clear guidelines on what generative AI should and should not be used for. This clarity helps prevent misuse and ensures that AI is employed to enhance teaching rather than replace fundamental educational practices. 

For instance, teachers might be encouraged to use AI for unit planning and assessment creation but cautioned against using AI for grading student work or drafting emails to parents without proper oversight. By setting these boundaries, schools can ensure that AI tools are used ethically and effectively, contributing positively to the educational environment. 

Creating an AUP requires a collaborative approach involving educators, administrators, and IT professionals. Schools should also consult or utilise Boards of Governors during the process. It should be a living document, regularly reviewed and updated to reflect emerging trends and technologies. Training sessions for teachers on the ethical and practical aspects of AI usage are essential to ensure adherence to the policy. 

Moreover, involving students in the development of the AUP can foster a sense of ownership and responsibility. For example, secondary school students above the age of thirteen could participate in workshops where they discuss the ethical use of AI and propose guidelines for its implementation in their classrooms. By educating students about the ethical use of AI, schools can cultivate a generation of digitally literate individuals who understand the implications of AI technology. 

Embracing the Benefits While Mitigating Risks 

While the cautious adoption of AI is essential, it is equally important to embrace the benefits that AI can bring to the educational landscape. Currently, staff and students are already utilising these generative AI tools to enhance their learning experiences. For instance, AI can personalise learning experiences by providing customised lesson plans and resources tailored to individual student needs, making education more accessible for students with diverse learning profiles. They can also provide real-time feedback, enabling teachers to tailor their instruction to individual student progress. 

However, the focus should always be on augmenting human capabilities rather than replacing them. Teachers play a pivotal role in nurturing critical thinking, creativity, and emotional intelligence—qualities that AI cannot easily replicate currently. Therefore, AI should be seen as a tool to support teachers in their mission to provide holistic education. 

​​​In conclusion, the integration of AI in independent schools in Aotearoa requires a balanced approach that prioritises data protection, ethical usage, and strategic planning. By opting for secure AI tools like Google Gemini, Microsoft Copilot and Apple Intelligence, developing comprehensive Acceptable Use Policies, schools can harness the potential of AI while safeguarding the interests of their communities. As we navigate these turbulent seas, let us set a course that embraces innovation while upholding the values that define exceptional education. 

Written with the assistance of Microsoft Copilot 365.