EMBEDDING AI IN SCHOOLS
A separate panel featuring Karim Rogers, executive director of El Alsson British and American International Schools, and Natalie Williams, director of membership and engagement at COBIS, shared some top tips and considerations for schools embedding AI.
Here are some of the quick takeaways:
• Schools need a safe and structured framework for using AI. Best practice guidelines are essential for both students and teachers.
• There is no standard or optimum level for AI use in schools. AI use should be split between operational, administrative, learning and education.
• When it comes to integrating AI, schools should start small and be specific.
some guidelines for experimentation with AI tools. Then create some clear parameters for AI experimentation, especially when it comes to student data and teacher usage of platforms, some of which aren’t so safe and don’t have sufficient safeguards in place.”
DRIVING EFFICIENCY IN SCHOOLS The end of his keynote looked at the powerful benefits of AI, particularly in cutting teacher workloads and increasing time spent with students on improving their learning and performance. Wemyss warned that “generative AI is a creator, not
a recommender”. There are limits to AI because it is based on what it is trained with. However, it is a useful tool for school leaders, who can redirect time spent on administration to high-level tasks and deliver more personalised and innovative learning. Impressive examples of some AI efficiencies included time saved on marking, with Wemyss recalling how he marked 20 of his students’ coding work with generative AI in just 25 minutes. He demonstrated how AI can be used for a range of
tasks, from marketing materials to handbooks, assembly plans and proofreading. He also praised AI tools for assisting people with dyslexia by helping them to read documents faster and making them clearer and more engaging to read. Wemyss listed some useful tools that are helping educators enhance their lessons, from ChatGPT to Perplexity, NotebookLM, Mindjoy, Microsoft Copilot, Claude AI, SchoolAI and Quizizz AI. As with any huge technology development, there will
be a long period of trial and error. “Some of the promises of what AI was going to deliver in terms of personalised learning have not completely come to fruition yet, but as these systems develop, so will that area,” he added. Wearable devices and standalone AI systems that
directly interact and give advice to students also have some way to go and have achieved questionable outcomes. His advice for schools: stick with traditional generative AI as a creator tool to improve efficiencies, which will allow you to spend more time on your students.
• AI can have very positive impacts on assessments. These include real-time feedback, student personalisation, efficiency and improved evaluation of student performance.
• Plagiarism and monitoring the correct use of AI remains a concern and continues to be a complex issue for students, parents and teachers to navigate.
• Parents have concerns when it comes to the amount of AI and device use in schools.
• AI is being successfully used to encourage creativity and innovation in the classroom.
• The majority of teachers and students tend to use AI to assist with planning and administrative tasks.
“ As schools, we need to step in and provide the correct information to both students and parents to help improve their understanding of what AI can and cannot do, as well as the risks of outsourcing your thinking to AI.”
MATTHEW WEMYSS, EDTECH ADVOCATE & ASSISTANT SCHOOL DIRECTOR, CAMBRIDGE SCHOOL OF BUCHAREST
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GLOBAL EDUCATION
AI IN EDUCATION
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