Climate change is increasingly alarming, demanding action from all, including the younger generation. The Chiltern Learning Trust's summit aimed to channel this call, challenging schools to develop environmentally-centric apps. Cedars Upper School was up for this challenge, armed with a fresh perspective on AI from their innovative curriculum.
Introduced in 2022, the school's Computer Science department saw the future in AI. Their Key Stage 3 curriculum, emphasising the PREP-EDIT approach, trained students to navigate the vast AI landscape responsibly, covering chatbot inputs, outputs, and potential biases. Using AI chatbots, students scraped web data, surveyed their peers on environmental concerns, and discovered the critical issue of 'vampire devices' draining unnecessary power.
The findings led to the development of an app designed to track these devices through the network, saving valuable energy. Essential AI tools facilitated the creation of this app, from the app's prototype using code.org's App Lab tool to visually appealing user interfaces. Their hard work and dedication shone when they presented their concept and prototype, garnering them the top accolade at the summit in Luton.
The scenario in this case study is genuine and based upon real events and data, however its narration has been crafted by AI to uphold a standardised and clear format for readers.
Key Learning
Embracing AI is crucial; it's already intertwined in students'daily routines, from social media to virtual bots.
Implementing the PREP(inputs) and EDIT (outputs) approach emphasises responsible AI usage, guarding against biases and misinformation.
Real-world problem-solving with AI facilitates practical learning, ensuring students see AI's broader societal impacts and responsibilities.
Continuous learning is vital as AI's rapidevolution demands updated knowledge.
Risks
Leaving students to navigate AI without proper guidance can lead to misconceptions and irresponsible usage.
Merely teaching AI without real-world applications may result in passive learning.
Avoiding the PREP (inputs) and EDIT (outputs) approach might expose students to fake news or misleading outputs.
Ethical concerns around AI necessitate a balanced perspective, teaching students to think critically beyond AI's suggestions.
Prioritising data security and e-safety is non-negotiable, ensuring AI tools' responsible usage.
