T
he use of AI in education is not a new topic, but while international schools are eager to embrace it, many are still getting to grips with how to integrate it. In his interactive
keynote, edtech advocate and assistant school director at Cambridge School of Bucharest, Matthew Wemyss, shared how AI can enhance productivity and learning. Kicking off with a short poll, 35% of the room said
they use AI in a teaching capacity, 50% revealed they use AI in a leadership capacity and 12% stated they didn’t use AI at all. A top concern for delegates made up of school leaders, teachers and education providers was ethics and misuse of AI – namely, plagiarism. Other concerns included potential student reliance on AI and threats to human and deep thinking, potential inequalities and persistent issues around trust, misinformation and deepfakes. However, all parties universally agreed that AI will have a huge impact on education over the next five years and much of it is positive.
AI-ENABLED LEARNING Wemyss began by sharing the ways schools are using AI to help improve student outcomes, particularly when it comes to lesson planning and instruction and breaking down information for students. He illustrated
how to refine AI prompts, as well as different methods to develop lesson plans and how AI can be used to build creative exercises. Weymyss urged delegates to not see AI simply as a
technological tool, but as a collaborative partner. He explored how AI can enable student creativity in hybrid, remote and classroom settings, supporting more creative and lateral thinking and helping to expand students’ problem-solving skills and critical thinking. Responding to questions on the hot topic of plagiarism, he shared how schools, including his own, are switching up policies so students and teachers can better understand both the implications and guidelines of AI and plagiarism. “In an AI age, as schools we need to adapt and
be careful about the exercises students are sent home with and develop new and diverse ways of assessing a student’s understanding,” he said. “Across our English and humanities classes, for instance, we’ve moved some of the report writing assessments to run over multiple lessons in school. Our students can go home and do their research online, but our assessments will then be adjusted to focus more on the application of the information, so the source almost becomes a secondary concern.”
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GLOBAL EDUCATION
AI IN EDUCATION
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