Does your child’s school use generative AI? Here are 8 questions it’s best to ask

There have been at the least three turning points in the way in which people access information.

One got here with me Invention of the printing press in 1440, which revolutionized the spread of information. Another got here in 1998, when the
Launch of Google has modified the way in which we search and access information.

The third happened at the tip of 2022 with the launch of generative artificial intelligence (AI). Not only can this technology answer our questions, it could also help us generate recent content and suggest solutions to real-world problems. Generative AI learns itself even once we don’t use it.

This is unlike previous technological changes that took place over a long time and even centuries this may occur in only a number of years.

While parents may hear about AI of their work or within the news, they might not know that additionally it is making its way into their children's classrooms.

As a part of our recent book In the book published this week, we outline the questions parents must be asking their schools about AI.

What is the difference between AI and generative AI?

You've probably encountered AI in on a regular basis life – when your web browser remembers your preferences, your GPS suggests a faster route, or your bank reports unusual expenses. These systems analyze data and make predictions based on patterns.

Generative AI goes one step further. It doesn't just analyze, it creates. Ask them to plan a summer barbecue they usually can create a menu, write a shopping list, design invitations, put together a playlist, and even compose an original party song. It adapts to your needs in real time, whether you're catering to vegans or hosting young children.

Our research

In our book, The way forward for education in a GenAI worldWe explore what generative AI means for schools.

We collected the opinions of greater than 350 experts through surveys, interviews and international forums. We spoke to developers who’re inventing AI, academics and business leaders who understand the implications, and faculty leaders who’re adopting it. We asked participants to inform us concerning the impact of AI on school education.

We discovered that generative AI exists already in use in primary and secondary schools in Australia and around the globe to personalize learning. It helps teachers develop learning guides for key content, teaches young people at their very own pace, creates lesson plans and varies assessments depending on the scholar.

Because generative AI tools “remember” previous interactions, they’ll return to where the scholar left off the day before and prompt repetition or skip ahead, very similar to a personal tutor.

But with these opportunities come risks. This includes an over-reliance on technology as an alternative of independent pondering (called “cognitive offloading“).It can be easy for college kids to cheat.

The technology will also be biased and inaccurate and may endanger our privacy. There is a fear that education could turn out to be dehumanized.

What should parents ask?

In our book, we ask vital questions that oldsters, their children and their schools should ask to make sure that generative AI is used safely to enhance learning and teaching.

1. What is the college’s plan for adopting AI learning tools and resources? Schools should at the least have a framework in place, but in our research we found that some schools do not need formal planning in place.

2. How can we already use AI in teaching? Is it only utilized by teachers or do students also use it of their day by day work?

3. How do we wish to make use of AI within the foreseeable future?

4. What is an example of how using AI could improve my child's learning? Could or not it’s used to give attention to a particular a part of the curriculum (e.g. science and technology) or to give attention to an area where a toddler needs additional work (e.g. multiplication)?

5. How does the college protect student identities and other private information?

6. How does the college educate students concerning the advantages and disadvantages of AI and its appropriate use and potential misuse? This implies that students learn to be considerate and responsible users of AI.

7. How can AI learning tools help my child who has special needs?

8. What AI tools do you recommend we use at home to support learning? Does my child need a brand new laptop or special software, or do we’d like this at home?

You could also suggest the college host a workshop for fogeys and carers to learn the best way to use AI tools and address any AI concerns.

Where is that this all leading?

We don't know yet, and the pace of change is so rapid that even the experts we spoke to are struggling to maintain up with the most recent versions of the tools.

But we all know that schools and teachers will proceed to be essential to our society. What will change is the style of schools we’d like and the role of teachers in running them.

The challenge for fogeys and our educators is to maintain HI – our human intelligence – ahead of AI.