Analysis of the findings suggests that children from Year 5 and upwards are engaging with these tools both for their learning and tasks outside of schools.
There was a progression in understanding and an increased sophistication in use as the children got older, from knowing that the tools can help in Year 5, to knowledge search in Year 9 and testing for understanding in Year 12. Teachers used the tools for a range of reasons, such as generating lesson ideas, supporting them with administrative tasks and to develop their understanding of the tools.
All groups of participants discussed similar positives and challenges to using the tools to support learning. Applications varied from student group to teacher; students focused on using the tools to support understanding, whereas teachers largely use the tools to support planning and lesson idea generation. Finally, across all groups of participants there was a call for further learning in this field to ensure that the use of generative artificial intelligence is safe, ethical and efficient. This call was strongest from the teacher participants.
Although this was a small-scale study completed with schools partnered with St Mary’s University, the findings have led to the following wider considerations and recommendations arising from the research:
• The need to invest in staff knowledge and understanding in the field of generative artificial intelligence, so they feel equipped to teach and discuss this with their students and peers.
• The need to consider the place of generative artificial intelligence in the curriculum so that students are taught how to ethically utilise the tools and consider their roll in future industry.
• The importance of promoting consistency in schools in discussing generative artificial intelligence amongst staff, to ensure key messages are communicated to students.
Key Learning
Overall, the findings from the sampled teachers and students indicate several parallels in their respective recognition of the complex mix of benefits and challenges presented by using GenAI in education. The enrichment benefits, in terms of extending and broadening learning processes and providing starting points of discussions, revision and independent learning opportunities, were highlighted by both teachers and students.
Risks
Regarding the challenges, stakeholders expressed concerns about the overreliance and overuse of GenAI tools and its potential to inhibit creativity and effective learning.
This indicates the dilemma faced by teachers and students, wherein they believed GenAI could either support or hinder independent learning, depending upon how and for what it is used.
The ethical and responsible use of GenAI as a common theme in both student and teacher responses points to the need for proper and adequate guidelines illustrating where the use of GenAI is recommended and where it needs to be avoided.
