Question: I’m hearing a lot about artificial intelligence (AI), and something called Chat GPT. Can I use it in my classroom? What questions should I be asking about AI in education, and does the ATA have any policies relating to AI?
Answer: These are timely and important questions and it’s great to hear that you’re exploring the potential of artificial intelligence (AI) and tools like Chat GPT for your classroom. This is a technology that is rapidly evolving and has the potential to have a dramatic impact on our economy, society and classrooms.
Whenever a new information technology arrives, though, there is a tendency to predict revolutionary implications for student instruction and the expectation that the “wundertech” of the day will finally replace those pesky and expensive teachers. This was a concern in the early 16th century when Venetian printer Aldus Manutius started producing large numbers of cheap books on paper rather than parchment. With books suddenly becoming so readily available and affordable, who would need universities? The learned doctors at the University of Paris were so concerned that they convened a symposium to consider how to respond to this existential threat. Good news—the Sorbonne is now 767 years old and its professors are doing just fine.
This story has been repeated with the introduction of the phonograph, telephone, motion picture film, television, computer and the internet, so I’m naturally skeptical about some of the more extreme claims being made about AI and its potential impact on teachers, students and education. We have yet to have a technology that can replace the human relationship that is so fundamental to learning. That said, there is something different about AI, and the Association is carefully monitoring its development and implications for education.
Fortunately, the Association is well ahead of this curve. Staff in Professional Development have developed workshops focused on the technology for members, and Dr. Phil McRae, associate co-ordinator of research, has been recognized internationally as an expert in the field. I asked Phil to weigh in on the topic, and he shared the following insights.
Can I use AI in my classroom?
For the moment, we are encouraging teachers to explore these tools for their own pedagogical and educational purposes, and not to involve students directly in using them. It is prudent to wait until your school jurisdiction has established some student policy and practice guidelines around the use of AI before you start engaging your students in the use of these new tools.
Powerful new AI tools in education are being used to understand and generate human-like text, in real time. They are also being used to generate ultrarealistic images, instantly translate languages and, with new multimodal voice capabilities, answer questions, analyze images, provide advice or engage in conversations on virtually any topic.
Yet, while AI tools are relatively advanced, they’re certainly not perfect. They “hallucinate” and can make up facts, so always double-check or audit their work for accuracy. They may also be contributing to a loss of human judgment or a diminishing of the importance of original thought, and thus contributing to plagiarism. Now is a perfect opportunity to think about digital literacies and the responsible use of technology.
Does the ATA have any policies around AI?
As a profession, Alberta teachers have been leading the way with both emerging research and proactive policy resolutions on artificial intelligence. Below are the three important resolutions passed by teachers at the Annual Representative Assembly in May 2023.
3-34/23 BE IT RESOLVED that student safety and data privacy should be primary considerations in the use of artificial intelligence tools in the classroom.
3-35/23 BE IT RESOLVED that artificial intelligence tools used in schools should be evaluated before implementation for ownership of data, bias, discrimination, accuracy and potential for harm.
3-36/23 BE IT RESOLVED that understanding of artificial intelligence benefits and concerns, including algorithms and data collection/use, should be part of technology use in schools.
What questions should I be asking about AI in education?
The Association is continuously developing new policies, guidelines and resources for educators and school leaders, based on the findings of an extensive research project on AI. This multi-year project, a collaborative effort with the University of Alberta’s Faculty of Education and the Kule Institute for Advanced Studies, has led to the formulation of four key questions. These questions are helping to guide the profession’s ongoing exploration and understanding of AI in education.
Pedagogy
As a teacher or school leader, how might artificial narrow intelligence (ANI) be best used in the classroom or school to enhance learning outcomes without diminishing the importance of human interaction and the highly relational nature of learning?
Equity
With a concern for equity, how might we ensure that all students and teachers, regardless of socio-economic background(s), have equal access to ANI-based educational tools, and that these tools don’t widen the educational divide?
Privacy
How will your school (or school jurisdiction) safeguard students’ and staff’s personal and academic data when using ANI tools, and what protocols need to be in place to ensure third-party providers respect and protect student/staff data?
Ethics
How will governments and civil society ensure that artificial intelligence systems are aligned with human ethics, maintain personal and public safety, and harmonize with human values?
Remember, technology like AI is still just a tool, and it is most powerful when used thoughtfully and creatively to enhance relationships and the learning experience. Keep exploring, and feel free to reach out if you have more questions. ❚
ATA Executive Secretary
