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Angela Newton & Peter Gravell.pptx
- 1. Angela Newton & Peter Gravell United Kingdom Te a c h m e e t B E T T 2 0 2 3 AI: exploring the brave new world and its impact on education #BETT2023
- 2. AI: exploring the brave new world and its impact on Education Peter Gravell | Co-Founder Real Fast Reports | Full Stack Developer | Former Physics Teacher linkedin.com/in/petergravell Angela Newton | Co-Founder Real Fast Reports | Education Policy/Delivery @DfE UK | Former Chemistry Teacher linkedin.com/in/newtonangela
- 3. Hands up! Who has…. 1. Heard of ChatGPT? 2. Tried ChatGPT or AI tools? 3. Used ChatGPT or AI tools regularly as educators?
- 4. What is AI? “Artificial intelligence (AI) is the ability of a computer or a robot controlled by a computer to do tasks that are usually done by humans because they require human intelligence and discernment.” Face ID Social media Email Google Alexa / google home Banking Amazon Netflix Common AI you probably already use:
- 5. So why the recent increased media attention on AI? ● OpenAI launch of ChatGPT, a Large Language Model (LLM) ● Huge leap in LLM capabilities (effectively passing the “Turing test”) ● Increased awareness of potential for AI to impact every corner of our lives … which presents both opportunities and challenges for society, in ways we can’t fully envisage yet!
- 7. The opportunities for education are wide reaching… Enhance access to learning materials in the classroom Maximise learning progress at home Reduce teacher workload Tailor assessment to needs of learner Redesign curriculum with focus on skills for the future
- 8. But there are challenges to consider too … Concerns of over-reliance on AI tools Inaccurate picture of pupil progress Outputs need to be used with caution Assessment under controlled conditions / adapted emphasis? Lag in curriculum catching up
- 9. ● The electronic calculator changed the way maths was taught, learnt, and assessed. ● It was also used by teachers (and everyone) to make their lives easier. ● Teachers and exam boards had to consider when calculator use would/would not be “cheating”.
- 10. Where does that leave us? Thanks for listening! ● Anticipate huge changes for society at large as result of rapid AI development and integration into our lives over the next 2-10 years ● AI likely to transform our current teaching and learning practices too - presenting both significant opportunities and challenges across the education landscape. The next paradigm shift is here!
Notes de l'éditeur
- Quick intro and caveat this is a huge topic, impossible to do justice in 5 mins. Aim to give you a flavour
- Take qus in turn to get sense of base understanding and engage audience
- Recent headlines give us a flavour of some of the threats
- Pupils using AI in the classroom - e.g. POSITIVES using tools to enhance and improve access to learning materials - e.g. applications for reading support, translation tools, text to speech, speech to text, text to image etc. Students using AI at home - E.g POSITIVES using tools such as chatbots, AI tutors and personalised learning platforms (CENTURY TECH) to get access to the support they need to maximise progress in their learning home HOWEVER comes with risk of AI embedding misconceptions or inaccuracies (AI not 100% error and bias free) AND risk of teachers not necessarily having an accurate picture of pupil progress Teachers using AI e.g. E.g. POSITIVES.huge potential to reduce teacher workload (and for UK to contribute to stemming the flow of teachers leaving the professing due to burnout/overwork). E.g. applications for AI in lesson planning, creating resources, marking, writing reports etc. Potential to enable teacher to refocus energy on high value aspects of the role, and reduce admin burden AI in assessment (formative and summative) - E.g. POSITIVES - opportunities to tailor assessment type and difficulty to individual learner AND hugely reduce the marking burden on teachers and assessors AI in the curriculum - how do we design a curriculum that prepare students with the skills they need for an AI future? E.g. POSITIVES - opportunities to redesign curriculum to i) better integrate digital literacy across all subjects ii) encourage development of critical thinking, problem solving and other higher order thinking skills necessary to thrive in future jobs market
- Pupils using AI in the classroom - HOWEVER - concerns over negative impacts on student learning, safety and accuracy of content. E.g. New York City Public Schools network has blocked access to ChatGPT completely. If students rely excessively on ChatGPT for answers and solutions, they may become less motivated to learn independently, thus diluting human intelligence over generations. Students using AI at home - HOWEVER comes with risk of AI embedding misconceptions or inaccuracies (AI not 100% error and bias free) AND risk of teachers not necessarily having an accurate picture of pupil progress Teachers using AI e.g. HOWEVER, as for student use of AI tools, no AI is perfect, and teachers need to be critical of AI generated output in terms of accuracy and bias (e.g. gender/race). ChatGPT has all the flaws of humanity - i.e. overconfidence AI in assessment (formative and summative) - HOWEVER - risk of students using AI to generate assessed work for them, unless produced under controlled conditions. Calls into question the purpose of assessment, which will differ depending on assessment type - to assess students’ written communication? To assess memory recall of knowledge? To assess students’ ability to score marks on a mark scheme? This ties in directly with…. AI in the curriculum - how do we design a curriculum that prepare students with the skills they need for an AI future? HOWEVER - risk of curriculum change taking too long, leaving a skills gap for current cohorts. Onus on teachers to take action with the levers they have within their own classrooms and schools. AND risk of exacerbating disadvantage - students without access to reliable internet and capable devices left further behind their more fortunate peers.
- Arguably AI has the potential to have a *much* more significant impact than electronic calculators But the point still stands that the world didn’t come to an end, and maths education was not abolished as a result of the electronic calculator