Teachers grapple with implications of AI

Tauhara College principal Ben Hancock and Kahui Ako literacy lead Elise Power talk about the implications of AI in schools. Photo / Chris Marshall

When it comes to technological advances in education, it’s important for teachers to stay one step ahead of students.

Artificial Intelligence (AI) is no different - with the pace of change so rapid, designers of professional development for teachers are finding it hard to keep up.

After a visit to an education conference in Singapore last year, Tauhara College principal Ben Hancock and Waipahihi Primary School principal Tim Lovelock realised there was a need to upskill Taupō teachers and to discuss the pros and cons of AI.

“We're trying to say to people don't shut the door, don't say no,” Hancock said.

“It's going to take over. It's going to be in this space, so we need to embrace it.”

Through Ed Connect the pair arranged for the Singapore facilitator Holly Clarke to run a session for Taupō teachers prior to school starting.

“The whole idea was not just to give teachers a taste and insight into how AI could be used, but to get some consistency and coherence across the town, so the frameworks and the tools are going to be shared amongst all the students, not just in one little area.”

Training with Clarke will continue for local teachers, with weekly online sessions and a two-day master class on July 9 during the school holidays.

Tauhara College is one of only two high schools in New Zealand selected to trial Scribo, an AI-driven literacy tool developed by the Singapore government.

Scribo is designed to improve student writing skills through instant, personalised feedback, helping students refine their work as they write.

Hancock considered himself reasonably tech savvy before the Singapore conference.

“But the big thing that opened our eyes was just how fast the space is moving.

“Even in the time from April last year to this year, the shift and pace of change is unseen. When we came back from the course I did some professional learning with our staff, and we built some guidelines and frameworks to work from, but even that has been surpassed already. It's just insane.”

Parental concerns about children finding new ways to cheat or doing less learning need to be allayed, Hancock said.

Open evenings are planned to outline the use of AI in schools, featuring demonstrations, discussions, and hands-on activities, to help whānau feel more confident about the role of AI in learning and how they can support their children to use it responsibly.

“Come and ask questions around AI and technology use within education because it's only going to become more and more a part of it, so their part in that home triangle we need to make sure is really open and clear.

“How do we use it effectively and efficiently as a tool rather than the tail wagging the dog. And if you're going to use it, how do we reference that? What’s appropriate use. What's not appropriate use? … All the students get taken through what's ethical, what’s not ethical.”

For Elise Power, Kahui Ako literacy lead at the college, using tools like Scribo can allow teachers to focus on depth with students.

“The one that we're trialling gives feedback and you can select what feedback you want to give … It does take the pressure off the teacher to have to be working at multi-levels all the time. (For the students) it’s almost like a personalised tutor with you. The teachers are able to move and adapt and respond to their needs much better.

“It's very exciting. And I'm not particularly techy. I'm just interested in what we could change and use and develop while still keeping the essence of what we do.”