Australia (Commonwealth)_In a pioneering move, the Association of Heads of Independent Schools of Australia (AHISA) has taken a significant stride by releasing its submission to a parliamentary inquiry examining the implementation of generative artificial intelligence (AI) within the Australian education system. The submission is anchored in a comprehensive survey conducted among AHISA members, unveiling how generative AI is making its presence felt in both the teaching practices and learning experiences within these schools.
With an expansive sweep, AHISA’s survey has substantiated the swift embrace of generative AI tools by numerous independent schools. “Many independent schools were quick to investigate and experiment with generative AI tools,” affirmed Dr. Chris Duncan, the CEO of AHISA. “AHISA’s survey is an important way independent schools can share what has been learnt across the sector.”
The research indicates that these institutions have been astutely measured in their response to this technological leap. It’s striking to observe that educators have predominantly ventured into the realm of generative AI within the scope of their own work. Further, these schools have exhibited a commendable level of prudence by establishing guidelines and policies before exposing students to these AI-powered tools for their academic endeavors.
Amid the progressive adoption of generative AI in student learning, discernible trends emerge. Schools lean towards utilizing these tools in specific subjects and grade levels, underscoring the customized approach schools are adopting in light of their unique educational landscapes.
However, the journey towards incorporating generative AI into student learning isn’t without its challenges. Dr. Duncan wisely points out that the utilization of AI tools by students poses intricate hurdles for schools and the broader national education system. Vital questions such as fair access to these tools and the requisite training in their use must be resolved before grappling with the evaluation of AI-augmented student work.
Scrutinizing the perspectives of school leaders who participated in the survey, a medley of concerns surfaces. Ethical dimensions like bias, intellectual property rights, and data privacy come into play. The thorny issue of identifying and managing inaccuracies stemming from generative AI outputs is also on the agenda. Simultaneously, the growing velocity of technological evolution casts a shadow on teachers’ well-being, spotlighting the need for navigating this transition with sensitivity.
Drawing from the survey findings, Dr. Duncan pinpoints the growing prevalence of generative AI adoption among AHISA member schools. The statistics are indeed intriguing, revealing a progressive involvement of teachers. “Some schools reported just over 70 per cent of primary teachers and up to 80 per cent of secondary teachers were using generative AI tools in their work,” noted Dr. Duncan. “The average across all respondents’ schools was 24 per cent of primary teachers and 39 per cent of secondary teachers.”
Among the salient benefits teachers reap from these AI tools, time-saving takes center stage. Teachers leverage generative AI for various tasks, ranging from crafting lesson plans and learning resources to generating innovative ideas for curriculum units. Of particular interest is the potential of generative AI to facilitate tailored learning experiences, catering to students with diverse needs. These tools also facilitate rapid development of differentiated learning tasks, a boon for educators striving to cater to individual student requirements.
The survey underscores that the impact isn’t unilateral; it extends to the students’ realm as well. As generative AI gets woven into their academic journey, students find themselves reaping rewards. Enhanced drafting capabilities, creative input, brainstorming in creative projects, and idea generation are among the positive impacts witnessed. Furthermore, generative AI supports students in research undertakings, fosters deeper understanding of complex concepts, and even aids those grappling with literacy difficulties, thereby bolstering their engagement and success.
The AHISA survey illuminates a landscape of immense potential, albeit one that demands prudent navigation. Dr. Duncan aptly remarks that this technology’s transformative potential warrants a judicious approach. Yet, the survey resoundingly conveys the promise that generative AI tools, if harnessed adeptly and fortified with the right safeguards, can usher tangible benefits for both educators and learners alike. As the Australian education system grapples with the implications of generative AI, AHISA’s insights serve as a guiding light, illuminating pathways to harness this new frontier for the advancement of education.
