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3 Sep 2024, by Amy Sarcevic
For many teachers, even the mention of AI tools like ChatGPT or Copilot in an educational context is enough to ring alarm bells.
Writing polished content from a wide range of sources, use of these tools in learning tasks and assessments seems to undermine their very purpose.
However, as James Vella, Director of eLearning at Emmaus College points out, AI – when used correctly – can be an asset to learning, helping students overcome challenging material, or go further in their studies.
“It can give high achieving students a boost to get higher grades, and help those who find learning more challenging get real-time support when they need it,” he said, ahead of the AI in Education Conference.
So what exactly is the correct use of generative AI in schools?
Drawing upon their own learning
When prompted without adequate detail or context, generative AI tools can sometimes give erroneous or misleading answers. In contrast, when a student draws upon their own learning to give a more detailed prompt, the technology can give a sophisticated and accurate response.
“The student’s knowledge is still very much at play, even when generative AI is used. You need a certain degree of understanding to create prompts in the first place, and then to confirm the output,” Mr Vella said.
“It’s never enough to lean fully on the technology. A student who does that is doing themselves a disservice and will likely produce something with multiple errors.”
Ensuring students understand right from wrong
In 2023, students at the College were surveyed to understand the extent to which they were using generative AI tools, and whether they understood when not to use the technology. Mr Vella said the results were surprising.
“We conducted the survey with the intention of teaching students about AI ethics but, what became evident, is that many of them already understand what is right and wrong when it comes to AI use in the classroom.
“They recognise that – while it doesn’t meet the official definition of plagiarism – using it to write assignments is no different, in terms of academic integrity, than copying from a textbook or online source.”
Despite knowing this, misuse of AI among students does occasionally happen. However, Mr Vella says it is usually easy to spot.
“Our teachers know our students well and what they are capable of. If a student produces something in an assessment task that sounds different – or is notably more advanced – than how they typically write, then it would spark a conversation with them and their parents/guardians.”
The school does not use detection software as the research suggests a lack of efficacy. Instead, teachers monitor student classwork and assessments across topics/areas of study, and use their knowledge of student ability and capacity to identify red flags.
“It’s no different to what was required before plagiarism detection software existed. And it is much more effective than many of the software tools which purport to identify generative AI use.”
Using it in the right context
While Emmaus College supports the use of generative AI in a variety of contexts, it also takes a cautious approach to the technology.
In 2023, the College developed an AI Directions strategy, mapping out appropriate, safe and ethical uses of the technology.
“We spent much of last year working out what the use of generative AI tools could look like, and when we mapped this against the Australian Framework for Generative AI in Schools [released in late 2023], we found almost total alignment, which reassured us we were on the right track.
“Essentially, the technology complements students’ existing knowledge and learning endeavours. It is not meant to be an outright substitute that does all the work for them.
“It can be especially helpful for giving really detailed feedback, if teachers aren’t available. For example, if they are on leave, or a student is working on a draft outside of school hours.”
Further insight
Sharing more insights into student-driven learning, James Vella will be part of the speaker faculty at the upcoming AI in Education Conference.
This year’s event will be held on 10 September at the Rendezvous Melbourne.
About James Vella
James Vella is an experienced teacher, of Digital Technologies, VCE Applied Computing and Mathematics.
He is currently the Director of eLearning at Emmaus College, and has held a range of middle and senior leadership roles throughout his career.
James is passionate about developing staff capacity, innovative and emerging technologies, online safety and engaging with data.
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